Pretest-posttest gains were largest in the telling and selling (low-readiness) style categories compared with participating and delegating¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · 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? Posttest mean scores of the style-split experimental group rose above pretest especially in telling and selling styles relative to participating and delegating styles. → Shaukat Ali Raza and Asma Sikandar 2018
Evidence¶
Shaukat Ali Raza and Asma Sikandar 2018¶
Shaukat Ali Raza and Asma Sikandar. (2018). Impact of Leadership Style of Teacher on the Performance of Students: An Application of Hersey and Blanchard Situational Model. Bulletin of Education and Research, 40(3), 73-94. https://eric.ed.gov/?id=EJ1209826
q2 · i? · causal · r1
Style-split analysis of the 40 experimental students (telling n = 6, selling n = 8, participating n = 11, delegating n = 15): e.g. telling rose from 20.67 to 26.83 and selling from 28.00 to 37.00. The article reports significance without an effect size.
"The posttest mean scores of style split of experimental group are significantly higher than their pretest scores especially in the telling and selling styles as compared with participating and delegating styles."
Discussion¶
Related Claims¶
- One-way ANOVA showed significant differences in pretest and posttest performance across control and the four style categories — related
- Grade-8 students could be classified into the four Hersey and Blanchard readiness levels using a percentage-based questionnaire — related
- The selling (R2, unable but willing) category showed the highest performance impact among the intervention categories — related
- Matching teaching style to students' readiness level raised grade-8 science achievement relative to traditional teaching — a broader claim this one bears on
- Posttest achievement of the experimental group exceeded the control group except for delegating and telling, and delegating, participating and selling exceeded telling — reports the opposite
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