Claims

Reciprocal teaching produced significantly higher learning-outcomes scores than the traditional method in an Islamic culture course

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

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 i3 Post-teaching learning-outcomes total scores differed significantly in favour of the experimental group, with a reported magnitude effect (η²) of 0.36 for the total score. → 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 of two groups of 40 students each after three weeks of teaching; the table reports a total mean of 33.72 for the experimental group versus 25.90 for the control, t-test significant with magnitude effect η² = 0.36. The article states "The magnitude effect was big which proves the effectiveness of the reciprocal-teaching strategy."

"Total Control 40 25,90 1,39 78 20,95 Significant 0,36 Experimental 40 33,72 1,90"

Discussion

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