After treatment, students most strongly agreed that team teachers can control a crowded classroom and that reading comprehension is more enjoyable, and least agreed they feel more independent¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The highest post-treatment item mean (4.76) was for feeling team teachers can control a crowded classroom, and the lowest (3.16) was for feeling more independent. → Ali Ibrahim Mohammad Migdadi; Abdallah Baniabdelrahman 2016

Evidence¶

Ali Ibrahim Mohammad Migdadi; Abdallah Baniabdelrahman 2016¶

Ali Ibrahim Mohammad Migdadi; Abdallah Baniabdelrahman (2016). The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes Towards This Strategy. Journal of Education and e-Learning Research, 3(2): 38-50. https://doi.org/10.20448/journal.509/2016.3.2/509.2.38.50

q2 · i? · causal · r1

Descriptive analysis of the 25 experimental students' post-treatment questionnaire responses (means out of 5). The item on teachers controlling a crowded classroom scored highest (4.76), enjoyment of reading comprehension followed (4.75), and feeling more independent scored lowest (3.16); total post-treatment mean was 4.03.

"Table 9 shows that the highest mean scores was (4.76) for Item No (6) "I feel team teachers can control a crowded classroom in reading compressions lessons", followed by item No (32) "I n team teaching, reading comprehension is more enjoyable" (mean score 4.75), while the lowest mean score was (3.16) for items No (36) "In team teach ing, I feel more independent"."

Discussion¶

Related Claims¶

• Post-implementation survey responses after each Socratic Circles implementation cycle trended affirmative toward the team-defined outcomes — related
• Team teaching produces significantly higher EFL eleventh-grade reading comprehension post-test scores than traditional single-teacher instruction — related