Scaffolded Think-Group-Share students significantly outperformed Group Investigation and Learning Together students on all three comprehension tests, with the smallest margin against Group Investigation on the third test¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1–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? Scaffolded Think-Group-Share students scored significantly higher than Group Investigation and Learning Together students on the first and second comprehension tests at the .001 level. → Octavia Mantik 2017 (2)
q3 i? On the third comprehension test, Scaffolded Think-Group-Share students significantly outperformed Group Investigation students at the .01 level and Learning Together students at the .001 level. → Octavia Mantik 2017 (2)
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
Contrast analyses following MANCOVA on the three comprehension tests. Table 6 prints mean differences with effect sizes: 22.36 (1.41) and 21.43 (1.48) on Comprehension 1; 24.77 (1.57) and 44.28 (2.92) on Comprehension 2.
"students who participated in the Scaffolded Think -Group-Share learning showed significantly higher English learning achievement than students who participated in the Group Investigation learning and students who participated in the Learn ing Together learning in the first and second comprehension tests at the .001 level."
Octavia Mantik 2017 (2)¶
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 · r1
Third-test contrasts printed in Table 6: mean difference of 14.70 (effect size 0.97) versus Group Investigation at p < .01 and 22.02 (effect size 1.45) versus Learning Together at p < .001.
"In the third comprehension test, students who participated in the Scaffolded Think -Group-Share learning significantly outperformed students who participated in the Group I nvestigation learning at the .01 level while they significantly outperformed students who participated in the Learning Together learning at the .001 level."
Discussion¶
Related Claims¶
- Scaffolded Think-Group-Share learning produced significantly higher learner satisfaction than Group Investigation and Learning Together in Indonesian elementary EFL classes — related
- Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — related
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.