CAVI and TVI groups were equivalent in target vocabulary knowledge before the experiment¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2016 · 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? Pre-test scores did not differ significantly between the CAVI and TVI groups, indicating reasonable homogeneity of the two groups before instruction. → Basoz 2016
Evidence¶
Basoz 2016¶
Basoz, T. & Can, T., D. (2016). The effectiveness of computers on vocabulary learning among preschool children: A semiotic approach. Cypriot Journal of Educational Science, 11(1), 02-08. http://sproc.org/ojs/index.php/cjes/
q2 · i? · causal · r2
Independent-samples t-test on pre-test scores of the CAVI (n=16) and TVI (n=19) groups. The article reports no significant difference, t(33) = -.619, p = .853, d = .01, indicating "a reasonable homogeneity of the two groups".
"there was no significant difference between the CAVI group’s (M = .31, SD = .70) and the TVI group’s (M = .36, SD = 1.01), t(33) = -.619, p = .853, d = .01 pre-test scores with a small effect size."
Discussion¶
Related Claims¶
- No significant difference in preschool vocabulary gain between computer assisted and traditional vocabulary instruction — related
- Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
- Computer assisted vocabulary instruction produces a statistically significant vocabulary gain in preschool EFL children — related
- The two groups did not differ significantly in idiom knowledge at pretest — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- Traditional vocabulary instruction also produces a statistically significant vocabulary gain in preschool EFL children — related
- The two groups did not differ significantly in vocabulary knowledge before the intervention — possibly the same claim (merge candidate)
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