A training programme consolidating process training and task analysis improved maths achievement of female pupils with learning disorders more than ordinary teaching in KSA¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Female students with learning disorders taught with the consolidated process-training and task-analysis programme scored significantly higher on the post achievement test than the control group taught by ordinary methods. → Alenizi 2016 q2 i? The ANCOVA showed statistically significant differences in post-test achievement favouring the test group after controlling for the pre measurement. → Alenizi 2016

Evidence¶

Alenizi 2016¶

Mogbel Aid K Alenizi. (2016). Assessment of Conventional Teaching Procedures: Implications for Gifted Learners. International Journal of Education & Literacy Studies, 4(3), 8-17. https://doi.org/10.7575/aiac.ijels.v.4n.3p.8

q2 · i? · causal · r2

Quasi-experiment with 65 female students with learning disorders (35 test, 30 control) in a KSA learning-disorders centre; the test group studied the statistics and probability unit with the training programme while the control used the ordinary method. The ANCOVA on post-test scores gave an F Value of 6.89 with statistical significance of 0.01, favouring the test group.

"Table 6 shows that there are statistically significant differences at the significance level of 0.05 following the group variables. They were in favour of the test group."

Discussion¶

Related Claims¶

• Within the group learning treatment, female students achieved significantly higher mathematics post-test scores than male students — related
• Male students taught with the Target-Task Model significantly outperformed female students on the PTCE — related