Teaching technique and personal traits interacted significantly in their effect on descriptive-writing achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a significant interaction between teaching techniques (Roundtable vs Clustering) and personal traits (introvert vs extrovert) on descriptive-writing achievement (Fobs = 6,58 > Ftable = 3,97). → Sinaga 2017

Evidence¶

Sinaga 2017¶

Megawati Sinaga. (2017). The Effect of Roundtable and Clustering Teaching Techniques and Students' Personal Traits on Students' Achievement in Descriptive Writing. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.8n.6p.69

q2 · i? · causal · r1

The two-way ANOVA of the 2x2 factorial design tested the interaction of the teaching-technique and personal-trait factors on writing achievement; the article reports "Fobs =6,58 > Ftable =3.97", exceeding the 0.05 criterion, and Table 3.2 labels the interaction row Significant.

"there is interaction between teaching techniques and personal traits on students' achievement in descriptive writing with Fobs =6,58 > Ftable =3.97"

Discussion¶

Learner Variables¶

• Personality Traits — moderator: an instructional effect differs with it

Related Claims¶

• Students with introvert personal traits achieved higher descriptive-writing scores than students with extrovert personal traits — a narrower finding that bears on this claim
• Introvert students achieved more under Roundtable while extrovert students achieved more under Clustering — a narrower finding that bears on this claim
• Learning strategy and self-efficacy interact in their effect on mathematical representation ability — related