Experimental and control groups were equivalent in speaking achievement before the intervention¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the pre-test, the experimental group (mean 4.32, SD 3.15) and control group (mean 4.04, SD 3.45) did not differ significantly (t = 0.30, below table value 1.68, d.f. = 48). → Zahoor-UL-HAQ 2017

Evidence¶

Zahoor-UL-HAQ 2017¶

Zahoor-UL-HAQ, Khurram, B. A., & Bangash, A. K. (2017). Development of Speaking Skills through Activity Based Learning at the Elementary Level. Eurasian Journal of Educational Research, 69, 241-252. http://dx.doi.org/10.14689/ejer.2017.69.13

q3 · i? · causal · r1

Pre-test check in the equivalent group design: the two groups of 25 were formed on the basis of pre-test scores and were "similar with respect to previous knowledge of speaking skills on the pre-test". Low- and high-achiever subgroups were also non-significantly different on the pre-test (t = 0.949 and t = -0.5).

"Table 1 indicates that the calculated result of t was 0.30 and the table value of t was 1.68. Results were tested at 0.05 (level of significance) and the degree of freedom was 48."

Discussion¶

Related Claims¶

• The experimental and control groups were homogeneous in grammar knowledge before the intervention — related
• The experimental and control groups did not differ in motivation or grammar at pretest — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — a broader claim this one bears on
• Experimental and control groups were homogeneous in idiom knowledge before treatment — related
• Experimental and control groups did not differ significantly on the ESP reading pretest — related
• The experiment and control groups were equivalent on the triangles achievement test before instruction — related