The advantage of the modified-plus-abstract pictured letters method persisted on a follow-up test administered after two weeks without intervention¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Two-way ANCOVA of follow-up performance showed a statistically significant effect of teaching method (F = 73.215, p = 0.000), with adjusted means of 18.829 for modified+abstract, 18.431 for modified letter, and 10.286 for traditional teaching. → Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017 q2 i? LSD comparisons on the follow-up test showed significant differences between the traditional group and both experimental groups, favoring modified+abstract letters. → Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017 (2)

Evidence¶

Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017¶

Maysoon A. Dakhiel & Mohammed O. Abu Al Rub. (2017). The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar English Language Letters among Students with Learning Disabilities. World Journal of Education, 7(6). https://doi.org/10.5430/wje.v7n6p21

q2 · i? · causal · r2

Follow-up ANCOVA after two weeks of non-intervention in the same 90-student quasi-experiment. Teaching method yielded F = 73.215, p = 0.000; adjusted means were 18.829, 18.431, and 10.286, with the "method of teaching the modified and abstract letters" ranked first. The table prints an impact size of 0.512 for teaching method.

"Table (8) shows that there were statistically significant differences of the teaching method, while there were no statistically significant differences due to gender nor interaction between them."

Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017 (2)¶

Maysoon A. Dakhiel & Mohammed O. Abu Al Rub. (2017). The Effectiveness of Pictured Letters Mnemonics Strategy in Learning Similar English Language Letters among Students with Learning Disabilities. World Journal of Education, 7(6). https://doi.org/10.5430/wje.v7n6p21

q2 · i? · causal · r2

LSD post-hoc comparisons on follow-up adjusted means, significant at α=0.05: traditional versus modified letter differed by 10.352 and traditional versus modified+abstract by 10.706; the two experimental methods differed by only 0.614, not marked significant.

"Table (9) shows that there were statistically significant differences between the performance of the students who were taught in the traditional way and those of the group that was taught using the teaching method of the modified letter and those taught using the teaching method of both modified and abstract letters, favoring the students who were taught using the teaching method of both modified and abstract letters with an arithmetic mean of (18.829)."

Discussion¶

Related Claims¶

• In the post-test, teaching method significantly affected learning of similar English letters among students with learning disabilities, favoring the modified-plus-abstract pictured letters method over traditional teaching — related
• No statistically significant gender differences in learning similar English letters were found on the post-test or follow-up test — related
• No statistically significant interaction between teaching method and gender was found on the post-test or follow-up test — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related
• The multimedia learning module advantage over the textbook persists on a retention test administered two weeks after the lessons — related