Brainstorming instruction raised English-language achievement-test scores relative to conventional teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · 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? The experimental group scored significantly higher than the control group on the post achievement test (T = 6.541, Sig = 0.000). → Al Masri 2019
Evidence¶
Al Masri 2019¶
Al Masri, A. (2019). The Impact of Using Brainstorming in the Development of Creative Thinking and Achievement in the English Language of the 10th Grade Students at King Abdullah II Schools of Excellence in Amman. International Education Studies, 12(2). https://doi.org/10.5539/ies.v12n2p82
q2 · i? · causal · r1
Independent-samples T test on the 30-item researcher-built English achievement test in the 84-versus-84 comparison: experimental mean 25.213 (SD 4.861) vs control mean 17.642 (SD 5.711), T = 6.541, Sig = 0.000, significant at 0.01. The article concludes brainstorming "has an impact on the achievement of students in English language".
"Table 5 shows that the value of the calculated “T” greater than the value of tabular “T” in the total score of the post-test statistical at the level of significance ( α≤0.05, α≤0.01), this indicates statistically significant differences between the experimental group and the control group for the benefit of the experimental group"
Discussion¶
Related Claims¶
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.