Think–Pair–Share instruction produces a large statistically significant achievement advantage over traditional teaching in third-grade science¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i3large
Currency · newest study 2017 · 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 i3 Third-grade students taught with Think–Pair–Share scored significantly higher on a science achievement test than students taught traditionally, with the group variable explaining 88% of variance. → Dr. Ribhi Khaleel Ahmad Hamdan 2017
Evidence¶
Dr. Ribhi Khaleel Ahmad Hamdan 2017¶
Dr. Ribhi Khaleel Ahmad Hamdan. (2017). The Effect of (Think – Pair – Share) Strategy on the Achievement of Third Grade Student in Sciences in the Educational District of Irbid. Journal of Education and Practice, Vol.8, No.9. https://eric.ed.gov/?id=EJ1139082
q2 · i3 · causal · r2
Semi-experimental post-measure study of 120 third graders in two Irbid schools, experimental and control groups of 60 each, analyzed with ANCOVA on post achievement scores. The corrected mean was 26.970 for the experimental group versus 19.114 for the control, with eta squared 0.881, which the article calls "a high value".
"There is statistically significant differences in t he scores of students due to group variable at the significance level (0.05), (F) was (850.495) and at statistically significant is (0.000) and the differences in favor of the experimental group"
Discussion¶
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