All four groups showed statistically significant pretest-to-posttest achievement gains, but gains differed greatly in size¶

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? Each group's paired pretest-posttest difference was statistically significant (p < 0.05), with the supported group gaining 6.38 points versus 1.61 for not-supported controls. → Sarı et al. 2017

Evidence¶

Sarı et al. 2017¶

İrfan Sarı, Nadir Çeliköz, Süleyman Ünal. (2017). The Effect of Peer Support on University Level Students’ English Language Achievements. Journal of Education and Practice, Vol.8, No.1. https://eric.ed.gov/?id=EJ1131776

q3 · i? · causal · r1

Paired T-tests on all four subgroups (each n = 200): Supported rose 42.00 to 48.38 (t = -8.40, p = .000), Not Supported 41.41 to 43.02 (t = -2.76, p = .006), Assistant 86.75 to 87.78 (p = .008), Not Assistant 86.12 to 87.61 (p = .000). The article notes "learning was occurred but in different levels".

"The Null Hypothesis can be falsified that each group increased their scores at the end of the semester and there is a statistically significant difference (p<0.05) bet ween groups’ pretest and posttest scores."

Discussion¶

Related Claims¶

• Paired t-tests show a statistically significant pretest-to-posttest increase in analytical thinking skills in all four classes at α = 0.05 — related
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — related
• FOCUS Intervention students made a statistically significant increase in THEA mathematics scores from pretest to posttest (d = .61) — a narrower finding that bears on this claim
• Both groups improved greatly from pretest to posttest and maintained performance from posttest to delayed posttest — related