Posttest achievement of the experimental group exceeded the control group except for delegating and telling, and delegating, participating and selling exceeded telling¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In posttest Tukey comparisons, the experimental group outperformed the control group except in the delegating and telling categories, and delegating, participating and selling each scored higher than telling. → 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

Tukey HSD multiple comparisons of control and treatment groups for pretest and posttest (Table 9), significant at the .05 level for marked contrasts. The article reports significance without effect sizes.

"In posttest comparison, the achievement of experimental group is significantly higher than that of control group except delegating and telling styles and within readiness level groups; the achievement of delegating, participating and selling is higher than that of telling style."

Discussion¶

Related Claims¶

• One-way ANOVA showed significant differences in pretest and posttest performance across control and the four style 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
• Pretest-posttest gains were largest in the telling and selling (low-readiness) style categories compared with participating and delegating — reports the opposite
• The selling (R2, unable but willing) category showed the highest performance impact among the intervention categories — related