Blackboard-based instruction was more effective than traditional instruction in improving post-test achievement, with the experimental group outperforming the control 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? Post-test mean ranks differed significantly at 0.01 level between the experimental group and the control group across all five test dimensions, in favor of the experimental group. → 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

Mann-Whitney comparison of the twenty-student experimental group and twenty-student control group on the post-test after fourteen weeks; the total contrast gave Z = 4.389, Sig. 0.000, with mean ranks of 28.60 versus 12.40, favoring the Blackboard group.

"Results in Table 5 show that there were significant differences at 0.01 level between the post mean ranks of the control group and the experimental group in the five dimensions of the teaching methods test, in favor of the experimental group."

Discussion¶

Related Claims¶

• Blackboard-based instruction produced statistically significant pre-to-post achievement gains in the EFL teaching methods course for the experimental group — related
• Blackboard-based blended teaching produced significantly higher academic achievement than traditional teaching, with η² = 0.75 — possibly the same claim (merge candidate)