Second-grade students taught Arabic with pictorial stories significantly outperformed traditionally taught controls on an achievement test, with a large group effect¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Post-test achievement differed significantly due to group at α=0.05 in favor of the experimental pictorial-story group (corrected means 34.94 vs 28.24; F=322.159, p=.000, η²=.785). → Hamdan 2017

Evidence¶

Hamdan 2017¶

Ribhi Khaleel Ahmad Hamdan. (2017). The Effect of Using Pictorial Story in raising the achievement in Arabic among second Grade Students' in Irbid. Journal of Education and Practice, 8(10). https://eric.ed.gov/?id=EJ1139826

q2 · i3 · causal · r1

Semi-experimental post-measure study of 100 second-graders (50 experimental, 50 control) in two Irbid schools; ANCOVA on post achievement adjusting for pre. The article reports "the diffe rences in favor of the experimental group", corrected means 34.94 vs 28.24, η²=.785 ("79%").

"There is statistically significant differences in the scores of students due to group variable at the significance level (0.05), (F) was (322.159) and at statistically significant is (0.000) and the diffe rences in favor of the experimental group"

Discussion¶

Related Claims¶

• Achievement gains from pictorial-story instruction showed no significant differences due to gender or the group-by-gender interaction — related
• Story-mapping instruction produced higher short story writing post-test scores than traditional instruction in tenth-grade EFL students — related
• Posttest speaking and writing achievement was significantly higher for students taught through short stories than for control-group students — related