Both the situated learning group and the traditional instruction group improved significantly from pre-test to post-test in vocational English vocabulary¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's post-test mean (28.29, SD 14.04) was significantly higher than its pre-test mean (19.99, SD 6.49), t(58) = -4.43, p < .05. → Özüdoğru and Özüdoğru 2017 q2 i? The experimental group's post-test mean (32.02, SD 13.81) was significantly higher than its pre-test mean (20.26, SD 8.76), t(58) = -5.37, p < .05. → Özüdoğru and Özüdoğru 2017 (2)

Evidence¶

Özüdoğru and Özüdoğru 2017¶

Melike Özüdoğru, Fatma Özüdoğru. (2017). The Effect of Situated Learning on Students' Vocational English Learning. Universal Journal of Educational Research 5(11): 2037-2044. https://doi.org/10.13189/ujer.2017.051120

q2 · i? · causal · r2

Paired samples t-test within the control group (N = 58), which received traditional instruction via course book reading, translation, and fill-in-the-blank vocabulary exercises. Mean difference -8.30; the article reports the gain as significant with t(58) = -4.43, p <.05.

"students’ post -test scores were significantly higher than their pre -test scores, t (58) = -4.43, p <.05. Overall results indicated that there was an improvement in the control group between the pre -test and post -test scores."

Özüdoğru and Özüdoğru 2017 (2)¶

Melike Özüdoğru, Fatma Özüdoğru. (2017). The Effect of Situated Learning on Students' Vocational English Learning. Universal Journal of Educational Research 5(11): 2037-2044. https://doi.org/10.13189/ujer.2017.051120

q2 · i? · causal · r2

Paired samples t-test within the experimental group (N = 58), which received four weeks of situated learning instruction. Mean difference -11.76; the article reports the gain as significant with t(58) = - 5.37, p <.05.

"the post -test mean score of students in the experimental group was significantly higher than their pre -test mean score, t (58) = - 5.37, p <.05."

Discussion¶

Related Claims¶

• Situated learning instruction did not produce a statistically significant post-test achievement advantage over traditional instruction in vocational English vocabulary — related
• Thai undergraduates' business vocabulary test scores rose from pre-test to post-test after four weeks of out-of-class role-playing gamification with Mangomon, in a single-group study with no control group — related
• The experimental group's average achievement enhancement (28.14 points) exceeded the control group's (19.27 points) despite a lower pre-test mean — related
• The control group receiving traditional word-list instruction showed no sufficiently significant progress in productive vocabulary size — reports the opposite
• Students showed significant improvement in vocabulary recognition and understanding from pre-test to post-test over the seven-week module — related