Blackboard-based instruction produced statistically significant pre-to-post achievement gains in the EFL teaching methods course for the experimental group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group showed significant differences at 0.01 level between pre- and post-test mean ranks across the five dimensions of the teaching methods test, in favor of the post-test. → Hussein El-ghamry Mohammad Hussein 2016

Evidence¶

Hussein El-ghamry Mohammad Hussein 2016¶

Hussein El-ghamry Mohammad Hussein. (2016). The Effect of Blackboard Collaborate-Based Instruction on Pre-service Teachers' Achievement in the EFL Teaching Methods Course at Faculties of Education for Girls. English Language Teaching, 9(3). https://doi.org/10.5539/elt.v9n3p49

q2 · i? · causal · r2

Quasi-experimental pre-post study: twenty experimental-group students taught via Blackboard Collaborate for fourteen weeks were tested with the researcher's fifty-item EFL Teaching Methods Test. The Wilcoxon Signed Ranks Test gave a total Z of 3.926 with Sig. .000; the article reports "significant differences at 0.01 level" in favor of the post-test.

"Results in Table 4 show that, in spite of the low performance of the participants in the pretest, there were significant differences at 0.01 level between the pre-and-post mean ranks of the experimental group in the five dimensions of the teaching methods test, in favor of the latter."

Discussion¶

Related Claims¶

• Blackboard-based instruction was more effective than traditional instruction in improving post-test achievement, with the experimental group outperforming the control group — related
• The experimental and control groups were homogeneous in teaching methods achievement at the start of the experiment — related
• Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — related
• The experimental group's descriptive pre- and post-test means were higher than the control group's, but the unadjusted difference was not tested — related