The thinking loudly strategy produced statistically significant post-test gains in analytical reading over traditional teaching among second middle grade female students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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? Second experimental group students taught with the thinking loudly strategy scored significantly higher on the analytical reading test than control students (T = 3.55, p = 0.00). → Alhawamdeh 2016
Evidence¶
Alhawamdeh 2016¶
Haifa Awwad Alhawamdeh. (2016). The Impact of Exploration and Thinking Loudly Strategies on Analytical Reading and Linguistic Intelligence among Second Middle Grade Female Students in Najran. Journal of Education and Practice, Vol.7, No.36. https://eric.ed.gov/?id=EJ1126512
q2 · i? · causal · r1
Semi-experimental comparison of the second experimental group (thinking loudly, n = 20) with the traditional control group on analytical reading: post-test means 19.45 (SD 5.83) versus 14.50 (SD 2.24), T value 3.55, significance 0.00, reported as statistically significant differences favoring the experimental group.
"Experimental (2) Thinking Loudly 19.45 5.83 3.55 0.00 Control Traditional 14.50 2.24"
Discussion¶
Related Claims¶
- The exploration strategy produced statistically significant post-test gains in analytical reading over traditional teaching among second middle grade female students — related
- The thinking loudly strategy produced a statistically significant post-test gain in linguistic intelligence over traditional teaching among second middle grade female students — related
- The exploration strategy produced statistically significant post-test gains in linguistic intelligence over traditional teaching among second middle grade female students — related
- Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science — related
- At the start of the school year the two groups differed significantly in three vocabulary learning strategies — related
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