Claims

Peer tutoring significantly improved achievement at the comprehension level of the cognitive domain

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? The experimental group scored significantly higher than the control group on comprehension-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 · r1

Comprehension-level subscale of the posttest in the equivalent-group experiment; t = 2.87 exceeded the 0.05 table value, so the treatment had a significant effect at the comprehension level of the cognitive domain.

"H3: The posttest’s higher mean (9) in theexperimental group and the significant difference between t-value 2.87 > 2.04 and table value at 0.05 (level of significance), rejects the null hypothesis."

Discussion

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