The think-talk-write advantage over expository teaching holds at every self-efficacy level and is largest among low self-efficacy students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Supandi 2018: groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q3 i? At each self-efficacy level, think-talk-write students scored higher than expository students (82.00 vs 74.29 high; 75.92 vs 62.67 moderate; 72.73 vs 53.00 low), with the largest difference among low self-efficacy students. → Supandi 2018

Evidence¶

Supandi 2018¶

Supandi, S., Waluya, B., Rochmad, R., Suyitno, H., & Dewi, K. (2018). Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation. International Journal of Instruction, 11(3), 77-90. https://doi.org/10.12973/iji.2018.1136a

q3 · i? · causal · r1

Simple-effect Scheffe tests in the 2x3 quasi-experiment rejected all three strategy comparisons within self-efficacy levels (Fcount 23.06, 103.95, 186.33). The low self-efficacy contrast shows the largest gap: "53.00 < (A2 B3) = 72.73". No effect size is printed.

"The third comparison, (A1 B3) = 53.00 < (A2 B3) = 72.73, shows that the students with low self-efficacy who applied the think -talk-write strategy have an average proficiency score that is greater than that for the students who employed the expository strategy."

Discussion¶

Learner Variables¶

• Motivation — moderator: an instructional effect differs with it
• Self-Efficacy — moderator: an instructional effect differs with it

Related Claims¶

• Students' mathematical representation ability differs by self-efficacy level, with high self-efficacy students scoring highest — related
• Learning strategy and self-efficacy interact in their effect on mathematical representation ability — a broader claim this one bears on
• Eighth-grade geometry students taught with the think-talk-write strategy show higher mathematical representation ability than students taught with the expository strategy — a broader claim this one bears on
• During classroom observation, think-talk-write students appeared more enthusiastic and confident in mathematics than expository-taught students — related