Claims

Computer-assisted educational games raised 6th-grade grammar achievement more than the existing curriculum over 12 weeks

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2020 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.

q3 i? After 12 weeks, the experimental group's grammar achievement posttest scores were significantly higher than the control group's. → Adil Kayan & İbrahim Seçkin Aydın 2020

Evidence

Adil Kayan & İbrahim Seçkin Aydın 2020

Adil Kayan & İbrahim Seçkin Aydın. (2020). The Effect of Computer-Assisted Educational Games on Teaching Grammar. World Journal of Education, 10(1). https://doi.org/10.5430/wje.v10n1p117

q3 · i? · causal · r2

Quasi-experimental pretest-posttest nonequivalent-group study with two classes of 35 six-grade students; Mann Whitney U test on posttests. The grammar achievement posttest difference was significant (U=362.500, p<0.05), with mean ranks of 42.64 versus 28.36 favoring the experimental group.

"Table 4 illustrates that there is a statistically significant difference in the scores of grammar achievement posttest (U=362.500, p<0.05), grammar attitude posttest (U=247.500, p<0.05) and Turkish course attitude posttest U=334.500, p<0.05) of the student s between the experimental group and the control group after the practices of the computer-assisted educational games."

Discussion

Learner Variables

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