Both experimental and control groups improved significantly from pretest to posttest over the four-month period¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · 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? Paired-samples t-tests showed the posttest mean was statistically higher than the pretest mean for both the experimental and the control group, evidencing a learning process during the four months between tests. → Carolina Salamanca & Sara I Montoya 2018
Evidence¶
Carolina Salamanca & Sara I Montoya 2018¶
Carolina Salamanca & Sara I Montoya. (2018). Using CLIL Approach to Improve English Language in a Colombian Higher Educational Institution. English Language Teaching, Vol. 11, No. 11. https://doi.org/10.5539/elt.v11n11p19
q2 · i? · causal · r1
Paired-samples t-test for related samples (Table 3): experimental pretest-postest mean difference -22.091, t -10.139, sig .000; control difference -20.467, t -12.283, sig .000. The article states this evidences "a learning process during the four months of difference between the dates of the pretest and the posttest".
"For both the experimental group and the control group, the value of P sig ˂ 0.05 therefore, there is evidence to reject the null hypothesis, so the means are significantly different, in this case the mean of the posttest is statistically higher than the mean of the pretest for the two groups"
Discussion¶
Related Claims¶
- Both the GenAI-permitted and control groups improved significantly in instructional design performance and AI readiness over the course, but not in SRL or critical thinking — related
- Both blended and traditionally trained teacher groups improved significantly on all four TPACK-based ICT knowledge dimensions from pretest to posttest — related
- Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment — reports the opposite
- CLIL applications helped an initially disadvantaged experimental group become statistically similar to the control group in English test scores — related
- Experimental-group students received 610 more minutes of English exposure than control-group students through the CLIL applications — related
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