First graders taught Arabic literacy with the systemic approach scored higher on a reading achievement test than traditionally taught peers¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with the system approach achieved significantly higher reading test grades than students taught traditionally. → Al-Hajaya 2012

Evidence¶

Al-Hajaya 2012¶

Nail Al-hajaya. (2012). Impact of the Systemic Approach on Literacy Achievement of Jordanian 1st Graders at Mu'tah University Model School. International Education Studies, Vol. 5, No. 1. https://doi.org/10.5539/ies.v5n1p100

q2 · i? · causal · r1

Quasi-experiment with all 45 first graders at Mu'tah University Model School assigned to classrooms by kindergarten GPA. The systemic-approach group mean was "M=15.74; SD=1.71" versus 12.41 (SD=2.79) for the traditional group; two-way ANOVA showed a significant difference in favor of the experimental group.

"As shown in Table 2, mean grade (M=15.74; SD=1.71) of students taught with system approach method was higher than student who were taught traditionally (M=12.41; SD=2 .79)."

Discussion¶

Related Claims¶

• First graders taught with the systemic approach scored higher on a writing achievement test than traditionally taught peers — related
• Second-grade students taught Arabic with pictorial stories significantly outperformed traditionally taught controls on an achievement test, with a large group effect — related
• Teaching Arabic oral skills with a Virtual Trip Model produces significantly higher post-test achievement than traditional teaching among third graders — related
• Intermediate first-grade students taught Arabic grammar with a computerized program achieved significantly higher adjusted scores than students taught the usual way — related