Peer tutoring significantly improved achievement at the application level of the cognitive domain¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The experimental group scored significantly higher than the control group on application-level posttest items. → Irfan Ullah 2018

Evidence¶

Irfan Ullah 2018¶

Irfan Ullah, Rabia Tabassum and Muhammad Kaleem. (2018). Effects of Peer Tutoring on the Academic Achievement of Students in the Subject of Biology at Secondary Level. Educ. Sci. 2018, 8, 112. https://doi.org/10.3390/educsci8030112

q3 · i? · causal · r2

Application-level subscale of the posttest in the equivalent-group experiment; t = 2.58 exceeded the 0.05 table value, rejecting the null hypothesis for the application level. The Discussion prints 6.65 while Table 7 prints 6.45 for the experimental mean.

"The mean score (6.65) in theexperimental group was higher than the mean score in thecontrol group (4.2) on posttest. The greater t-value 2.58 > 2.04 (table value) at 0.05 (level of significance) determines that the difference is significant."

Discussion¶

Related Claims¶

• Peer tutoring significantly improved achievement at the knowledge level of the cognitive domain — related
• Peer tutoring significantly improved achievement at the comprehension level of the cognitive domain — related
• Peer tutoring produced significantly higher overall biology posttest achievement than lecture demonstration at secondary level — a broader claim this one bears on
• Cooperative learning produced significantly higher gain scores than lecture teaching for each of the knowledge, understanding and application objectives — related