The experimental group's language development total scores rise significantly from pre-test to post-test after the audio-visual intervention¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · not yet checked against its sources · 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? The experimental group's mean language development total increased from 51.94 at pre-test to 100.50 at post-test, a difference the article reports as significant at the 0.01 level (t = 14.41). → Roul 2014
Evidence¶
Roul 2014¶
Sushanta Kumar Roul. (2014). Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi. International Journal of Instruction, 7(1). https://eric.ed.gov/?id=EJ1085265
q2 · i? · causal · r1
Within-group pre-test/post-test comparison of the 50-child experimental group on the Language Development Test total. The article reports means of 51.94 and 100.5 and a t-ratio of 14.41, significant at 0.01, and interprets this as a positive effect of the program.
"It can be seen that the mean pre-test and post-test scores of experimental group language development total is found to be 51.94 and 100.5 respectively with S.D. 14.91 and 18.26. The t-ratio between the two groups comes out to be 14.41. It is significant at 0.01 level of significance."
Discussion¶
Related Claims¶
- The audio-visual intervention program affects language development similarly across high, middle and low socio-economic status levels — related
- An audio-visual intervention program produces significantly higher post-test language development, listening comprehension and vocabulary in preschool children than no treatment — a broader claim this one bears on
- Experimental-group students' listening comprehension scores rose significantly from pre-test to post-test after interactive whiteboard instruction with visual materials — related
- Iranian pre-intermediate EFL learners taught with video-based tasks improved significantly in listening comprehension from pre-test to post-test, in a within-group test with no between-group comparison reported — related
- The experimental group's mean listening score rose from 51.56 on the pre-test to 69.86 on the post-test — related
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