Eighth-standard students learning English grammar voice through CAI show a significantly larger mean gain score than students taught through conventional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2010 · checked against its sources 2026-11-01 (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.

q2 i? The mean gain score of the CIM group is significantly lesser than the CAI group in learning Voice in English Grammar (t = 4.58, significant at 0.01 level). → R. Ramesh & B. Sumathi 2010

Evidence¶

R. Ramesh & B. Sumathi 2010¶

R. Ramesh & B. Sumathi. (2010). CAI in Learning Voice in English Grammar among Eighth Standard Students – An Experimental Study. li-manager's Journal of School Educational Technology. https://eric.ed.gov/?id=EJ1102768

q2 · i? · causal · r2

Quasi-experimental within-and-between group pre-test/post-test study of 89 eighth-standard students randomly allotted to CIM (n = 43) and CAI (n = 46) groups; Table 5 reports mean gain scores of 4.7 (CIM) and 8.92 (CAI) with t = 4.58, "statistically significant at 0.01 level". No effect size is printed.

"From Table 5 it is shown that there is a mean gain score difference in learning Voice in English Grammar among the students between the CIM and CAI group. Further, the mean score differences are also statistically significant at 0.01 level."

Discussion¶

Learner Variables¶

Syntax — outcome: instruction changes it

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