Claims

First graders taught with the systemic approach scored higher on a writing 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

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 i? Students taught with the system approach achieved significantly higher writing 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

Writing-test analysis in the same quasi-experiment: the systemic-approach group mean was "M=16.0; SD=1.35" versus 11.95 (SD=1.73) traditionally. Table 5 reports a statistically significant difference attributed to teaching method in favor of the system approach.

"Table 4 shows higher mean grade (M=16.0; SD=1.35) obtained by student taught relying on the system approach compared with those taught traditionally (M=11.95; SD=1.7 3)."

Discussion

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