After one year, Access Program students significantly outperform public school students who had also qualified for the program on a diagnostic English test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · 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 i? On the post-test, Access students scored significantly higher than non-Access public school students (means 42.6165 vs 26.1100; t = 40.359, sig. .000). → Iqbal 2018
Evidence¶
Iqbal 2018¶
Iqbal, M., & Rafi, M. S. (2018). A Comparative Study of English Language Teaching Practices at the Access Program and Public Schools. Bulletin of Education and Research, 40(3), 231-249. https://pu.edu.pk/journals/index.php/ber/
q2 · i? · causal · r1
Independent sample t test on post-test scores of 200 Access and 200 non-Access students, reported in Table 7. Access students came from eight randomly selected Access classes; the public school students were a purposive sample of students who had taken the Access entry test and been offered admission but did not join or quit within three months, chosen for similarity rather than individually matched. Pre-test means were almost equal (18.19 vs 18.02, sig. .652). The article reports "the mean score of Access students is 42.6165" versus 26.1100 for non-Access, t = 40.359, sig. (2-tailed) .000; no effect size is printed.
"Their mean scores show better result of Access students over non -Access students as the mean score of Access students is 42.6165 while the mean score for non- Access students is 26.1100 and the 2-tailed t value is 40.359 which is positive."
Discussion¶
Related Claims¶
- Access Program students improved by about 24 points on the diagnostic test over one year — related
- Public school students improved by only about 8 points over the same year — related
- Female participants exposed to goal-setting training scored significantly higher in English language post-test than male participants — related
- First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One — related
- University freshmen learning academic vocabulary via SMS show no significant short-term advantage over freshmen learning the same words with a dictionary — related
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