The control and experimental groups showed no significant difference in vocabulary knowledge at pre-test¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Before the intervention, the two groups did not differ significantly in vocabulary knowledge (p = 0.780 > 0.05), supporting group equivalence at baseline. → Ebadi and Ghuchi 2018

Evidence¶

Ebadi and Ghuchi 2018¶

Saman Ebadi, Khadijeh Davood Ghuchi. (2018). Investigating the Effects of Blended Learning Approach on Vocabulary Enhancement from EFL Learners' Perspectives. i-manager's Journal of English Language Teaching, Vol. 8 No. 2, April - June 2018. https://eric.ed.gov/?id=EJ1185411

q2 · i? · causal · r2

Independent-samples t-test on pre-test scores of the same 40-learner randomized experiment: control M = 24.50 (SD = 3.98), experimental M = 24.15 (SD = 3.87). The article reports "no significant difference between the research sample groups" at pre-test; equivalence beyond the non-significant test was not tested.

"The value of (F) would be 0.006, and the level of significance would be 0.938 (p = 0.780 > 0.05), indicating no significant difference between the research sample groups with regard to their vocabulary knowledge in pre-test."

Discussion¶

Related Claims¶

• Experimental and control groups were equivalent in vocabulary before the glossing treatment — possibly the same claim (merge candidate)
• The experimental and control groups did not differ significantly on the pre test — possibly the same claim (merge candidate)
• Experimental and control groups were homogeneous in idiom knowledge before treatment — a narrower finding that bears on this claim
• The three groups were equivalent on EPT pre-test scores before the intervention — related
• The experimental and control classes were statistically equivalent before the intervention on prior economics achievement — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
• No significant pre-test difference existed between the two groups' entry listening knowledge — related
• Chatbot and search engine classes showed no significant baseline differences in science learning ability and knowledge before the intervention — related
• The two groups did not differ significantly in listening ability at pretest, supporting group homogeneity — related