The animation group showed a statistically significant gain from pre-test to post-test in vocabulary achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental (animation) group's post-test scores were significantly higher than its own pre-test scores, t(16)=-2,297, p=0,035. → Kayaoğlu 2011

Evidence¶

Kayaoğlu 2011¶

Kayaoğlu, M. N., Dağ Akbaş, R., & Öztürk, Z. (2011). A Small Scale Experimental Study: Using Animations to Learn Vocabulary. TOJET: The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932222

q2 · i? · causal · r1

Dependent t-test on the experimental group (N=17) comparing pre-test (x=22,41) and post-test (x=24,06) means on the 40-item vocabulary test. The article reports "t(16) =-2,297 and p<0,05 (.035)" as significant.

"This analysis shows that t(16) =-2,297 and p<0,05 (.035). Considering the total score of the tests as 40, it can be claimed that there is a statistically significant difference between the average scores of pre-tests and post-tests applied to this experiment group."

Discussion¶

Related Claims¶

• There is no statistically significant difference in vocabulary post-test scores between students learning via animation and via paper-based text — related
• Computer assisted vocabulary instruction produces a statistically significant vocabulary gain in preschool EFL children — a broader claim this one bears on