Claims

Computer-assisted educational games improved attitudes toward grammar more than the existing curriculum

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2020 · 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.

q3 i? The experimental group's grammar attitude posttest scores were significantly higher than the control group's after the intervention. → 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 · r1

Mann Whitney U test on the Grammar Attitude Scale posttest in the same two-group quasi-experiment: grammar attitude posttest U=247.500, p<0.05, mean ranks 45.93 (experimental) versus 25.07 (control).

"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

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