Computer-assisted teaching of the passive voice produced significantly higher post-test achievement than traditional instruction among Jordanian first-secondary EFL pupils¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2012 · 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? Pupils taught the passive voice via computer scored significantly higher on the post-test than pupils taught the same item by the traditional method (F = 75.47, Sig. 0.000). → Abdallah M Abu Naba'h 2012
Evidence¶
Abdallah M Abu Naba'h 2012¶
Abdallah M Abu Naba'h. (2012). The impact of computer assisted grammar teaching on EFL pupils’ performance in Jordan. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8(1), 71-90. http://ijedict.dec.uwi.edu//viewarticle.php?id=1408
q3 · i? · causal · r2
Quasi-experiment with 212 first-secondary pupils in two public schools in Zarqa; two sections taught the passive voice via computer and two via the traditional method, analysed by 3-way ANCOVA on post-test scores. The "computed (F) value was (75.47)". Post-test means were 26.21 (computerized) vs 23.95 (traditional), a difference of 2.26.
"The computed (F) value was (75.47) which is statistically significant at (α < 0.05). This shows that there is a significant effect of the use of a computerized software program on the achievement of students."
Discussion¶
Related Claims¶
- A computer program based on the ADDIE model produced significantly higher reading comprehension post-test scores than traditional teaching among Jordanian ninth graders — related
- A computer program based on the ADDIE model produced significantly higher listening comprehension post-test scores than traditional teaching among Jordanian ninth graders — related
- Teaching ninth-grade English reading texts with electronic mind maps (IMindMap) produced significantly higher reading comprehension posttest scores than the traditional method — related
- Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
- Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
- Scientific-stream students significantly outperformed literary-stream students in passive-voice achievement regardless of teaching method — related
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