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¶

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 post-test performance showed a statistically significant effect of teaching method (F = 20.613, p = 0.000), with adjusted means of 17.968 for modified+abstract letters, 16.772 for modified letter, and 12.015 for traditional teaching. → Maysoon A. Dakhiel & Mohammed O. Abu Al Rub 2017 q2 i? LSD post-hoc comparisons showed statistically significant differences between the traditional group and each pictured-letters group, favoring the modified-plus-abstract group. → 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

Quasi-experimental post-test analysis of 90 students with learning disabilities in Jeddah resource rooms, randomly distributed to three groups of 30. Two-way ANCOVA controlling for the pre-test gave F = 20.613, p = 0.000 for teaching method; adjusted means were 17.968, 16.772, and 12.015, with the "method of teaching the modified and abstract letters" ranking first. The table prints an impact size of 0.189 for teaching method.

"Table (5) 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 adjusted post-test means, significant at α=0.05: traditional versus modified letter differed by 6.358 and traditional versus modified+abstract by 7.392, both favoring the pictured-letters methods; the two experimental methods differed by 1.296, not marked significant.

"Table (6) shows that there were statistically significant differences between 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 (17.968)."

Discussion¶

Related Claims¶

• The advantage of the modified-plus-abstract pictured letters method persisted on a follow-up test administered after two weeks without intervention — 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
• Primary-school learners with learning disabilities taught with a multi-sensory strategy scored higher on visual perception at post-test than learners taught with the traditional method — related