Synectics-based teaching leads students to learn far more words indirectly during the process, with significantly higher learning levels of those words¶
Claim · All claims
Evidence · 1 study · causalr1·q3·i3large
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 i3 Experimental groups learned about five times more words indirectly (50 and 47 vs 13 and 11) and scored significantly higher on those words (t=9.69, p<.00, d=2.08). → Bahadır ERİŞTİ – Mustafa POLAT 2017
Evidence¶
Bahadır ERİŞTİ – Mustafa POLAT 2017¶
Bahadır ERİŞTİ – Mustafa POLAT. (2017). THE EFFECTIVENESS OF SYNECTICS INSTRUCTIONAL MODEL ON FOREIGN LANGUAGE VOCABULARY TEACHING. International Journal of Languages’ Education and Teaching, Volume 5, Issue 2. https://doi.org/10.18298/ijlet.1753
q3 · i3 · causal · r1
Counts of indirectly learned words collected via the third part of the achievement test in each of the four groups. A second evidence basis is the posttest mean percentage of 88.28 vs 66.38 (t=9.69, p<.00, d=2.08); the article states experimental students "learned about five times more words".
"the number of learned words indirectly during the process is 50 in the first experimental group, 47 in the second experimental group, 1 3 in the first control group and 11 in the second control group."
Discussion¶
Related Claims¶
- Synectics-based teaching produces significantly higher retention of indirectly learned vocabulary than the direct method — related
- Synectics-based vocabulary teaching produces significantly higher learning of targeted vocabulary than the direct method in English preparatory classes — related
- Synectics-based vocabulary teaching produces significantly higher retention of targeted vocabulary than the direct method five weeks after instruction — related
- Words learned indirectly under Synectics instruction cluster into themes such as politics, jobs, death and adjectives for people, varying between groups — related
- Words learned indirectly under Synectics instruction are predominantly negative in connotation in both experimental groups — related
- Differences between the paired experimental groups and between the paired control groups are not statistically significant on achievement or retention tests — related
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