Teaching Arabic oral skills with a Virtual Trip Model produces significantly higher post-test achievement than traditional teaching among third graders¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Third-grade students taught with the Virtual Trip Model scored significantly higher on the Arabic oral skills achievement post-test than students taught traditionally (F=43.193, sig=.000). → Nail M. Alhajya 2018

Evidence¶

Nail M. Alhajya 2018¶

Nail M. Alhajya, Sumaia S. Alzaghamim, Yousef M. Arouri. (2018). THE IMPACT OF VIRTUAL TRIPS ON THE DEVELOPMENT OF ARABIC LANGUAGE ORAL SKILLS AMONG THIRD GRADE STUDENTS IN JORDAN. Journal of Technology and Science Education, 8(1), 72-85. https://doi.org/10.3926/jotse.331

q3 · i? · causal · r2

Quasi-experiment with 48 purposefully selected third graders randomly assigned to a VTM experimental group (n=24) or traditional-method control group (n=24) for one month. ANCOVA controlling pre-test scores showed the experimental group's post-test mean of 37.66 exceeded the control's 24.66, "with the value of F= 43.193 and sig= .000".

"Table 2 indicates that there were statistically significant differences at the level of α=0.05 in the development of Arabic oral skills among the third graders between experimental group and the control in the post-test. The differences were in favor of the experimental group with the value of F= 43.193 and sig= .000"

Discussion¶

Related Claims¶

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