The thinking loudly strategy produced a statistically significant post-test gain in linguistic intelligence over traditional teaching among second middle grade female students¶

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? Second experimental group students taught with the thinking loudly strategy scored significantly higher on the linguistic intelligence test than control students (T = 2.21, p = 0.03). → 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

Same comparison on the linguistic intelligence test: post-test means 14.35 (SD 6.12) for the thinking loudly group versus 11.30 (SD 0.86) for the control group, T value 2.21, statistical significance 0.03. The article reports the experimental group exceled due to methodology tests.

"Experimental (2) Thinking Loudly 14.35 6.12 2.21 0.03 Control Traditional 11.30 0,86"

Discussion¶

Related Claims¶

• The exploration strategy produced statistically significant post-test gains in linguistic intelligence over traditional teaching among second middle grade female students — related
• The thinking loudly strategy produced statistically significant post-test gains in analytical reading over traditional teaching among second middle grade female students — related