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

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group scored significantly higher than the control group on knowledge-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

Knowledge-level subscale of the 32-item posttest in the same equivalent-group experiment (n = 20 per group); t = 3.83 exceeded the 0.05 table value, rejecting the null hypothesis for the knowledge level of the cognitive domain.

"The mean (20.6) of the experimental group was higher than that of the control group (15.5) on the posttest. The difference between t-value 3.83 > 2.04 and table value at 0.05 level was significant."

Discussion¶

Related Claims¶

• Peer tutoring significantly improved achievement at the application 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
• Peer tutoring significantly improved achievement at the comprehension level of the cognitive domain — related