Initial formation levels are predominantly low and medium in both experimental and control groups, with the high level absent in the experimental group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: local conditions change quickly
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.
q2 i? In the experimental group (312 students) 48.4% were at the low level, 35.9% medium, 15.7% sufficient, and no students at the high level; in the control group (274 students) 48.2% low, 35.0% medium, 15.0% sufficient, and 1.8% high. → Zhorabekova 2015
Evidence¶
Zhorabekova 2015¶
Zhorabekova, A. N. (2015). Formation of Future Teachers' Professional Competence on the Basis of Polylingual Approach: The State Analysis. International Education Studies, 8(12). https://doi.org/10.5539/ies.v8n12p130
q2 · i? · causal · r1
Verifying experiment at M. Auezov South-Kazakhstan State University and H.A. Yassawi International Kazakh-Turkish University with 586 students (312 experimental, 274 control), plus 60 language and content teachers at various stages (Tables 5-7, Figure 1). The control group's 1.8% high level comprised 5 students who graduated from special schools with advanced language learning.
"the high level of formation of the experimental group students' professional competence on the basis of polylingual approach is absent; the majority of students have low, medium, and sufficient levels (respectively, 48.4%, 35.9% and 15.7%)"
Discussion¶
Related Claims¶
- Few future teachers master operational competencies for polylingual teaching, from 17% able to plan to 7% able to analyze and evaluate results — related
- The experimental group showed large gains in high-level performance on every component, with the largest rises on the operational and motivational components — related
- Kindergarteners with a low initial handwriting level improved significantly in both conditions, with no detectable advantage of tablet-app training over traditional instruction — related
- Future teachers' knowledge of the polylingual approach is superficial, with only 27% recognizing its essence and 13% knowing CLIL methodology and technologies — related
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