Reciprocal teaching produced significantly more favourable attitudes towards Islamic culture than the traditional method¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Post-teaching attitude-scale scores differed significantly in favour of the experimental group, with a reported magnitude effect (η²) of 0.70. → Al-Harby 2016

Evidence¶

Al-Harby 2016¶

Al-Harby, J. S. S. (2016). The Effect of Reciprocal-Teaching Strategy on Learning Outcomes and Attitudes of Qassim-University Students in "Islamic Culture". Journal of Education and Practice, 7(6). https://eric.ed.gov/?id=EJ1092493

q2 · i3 · causal · r1

Quasi-experimental post-test comparison on the attitude scale after three weeks of teaching; the experimental group mean was 99.62 versus 81.97 for the control, t-test significant with magnitude effect η² = 0.70. The article concludes "The magnitude effect is big. This shows the effectiveness of the strategy in rendering its targets."

"Total Control 40 81,97 7,15 78 13,76 Significant 0,70 Experimental 40 99,62 3,81"

Discussion¶

Related Claims¶

• Reciprocal teaching produced significantly higher learning-outcomes scores than the traditional method in an Islamic culture course — related
• Creative drama instruction produces significantly more positive attitudes towards social studies than traditional instruction when pre-test attitudes are controlled — related
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• The constructivist approach produces more positive attitudes towards lessons than traditional teaching, with an overall effect size of 0.728 across 43 Turkish studies — a broader claim this one bears on
• ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies — related