Claims

Scaffolded Think-Group-Share learning produced significantly higher learner satisfaction than Group Investigation and Learning Together in Indonesian elementary EFL classes

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · 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.

q3 i? Fifth graders in the Scaffolded Think-Group-Share group reported significantly higher satisfaction than students in the Group Investigation and Learning Together groups. → Octavia Mantik 2017

Evidence

Octavia Mantik 2017

Octavia Mantik, Hee Jun Choi. (2017). The Effect of Scaffolded Think-Group-Share Learning on Indonesian Elementary Schooler Satisfaction and Learning Achievement in English Classes. International Electronic Journal of Elementary Education. https://doi.org/10.26822/iejee.2017236113

q3 · i? · causal · r2

One-way ANOVA (Welch's F used after Levene's test showed unequal variances) on a six-item five-point satisfaction questionnaire with 111 fifth graders in three intact classes. The article reports a statistically significant group difference, Welch's F (2, 60.05) = 78.03, p < .001.

"The results of one -way ANOVA revealed that there were statistically significant differences in learner satisfaction between the Scaffolded Think-Group-Share group, the Group Investigation group, and the Learning Together group [ Welch’s F (2, 6 0.05)= 78.03, p<.001] ."

Discussion

Page metadata
Field Value
status review
generated by process:wiki-ingest on 2026-11-01
trust unverified — no one has confirmed this page's content

Frontmatter is the page's machine-readable record — see the Schema & Guide.