CBI produced higher academic achievement than the conventional method for B.Ed. students in Optional 1 English¶
Claim · All claims
Evidence · 1 study · causalr1·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? The experimental (CBI) group significantly outperformed the control group on Post-test I (t = 8.1) and Post-test II (t = 8.5). → Arulselvi 2016
Evidence¶
Arulselvi 2016¶
Evangelin Arulselvi. (2016). The Effectiveness of Content-Based Instruction in English Language Teaching. Excellence in Education Journal, 5(2). https://www.google.com/search?q=%22The+Effectiveness+of+Content-Based+Instruction+in+English+Language+Teaching%22
q2 · i? · causal · r1
Quasi-experimental control-group pretest–post-test study with 30 learners per group from a College of Education in Salem District; the CBI group scored M = 71 vs control M = 52.5 on Post-test I, a "significant difference between these two scores by the t-value 8.1".
"Achievement scores of the Post-test I of the control and experimental groups were compared and there existed significant difference between these two scores by the t-value 8.1 which is significant at 0.05 level."
Discussion¶
Related Claims¶
- The CBI experimental group improved significantly from pretest to both post-tests — related
- Computer-based science and technology instruction produces significantly higher corrected post-test achievement than traditional teaching in the Earth, Sun and Moon unit — related
- Computer-based science and technology instruction produces significantly higher corrected post-test problem solving skill scores than traditional teaching — related
- No significant difference between the experimental group's Post-test I and Post-test II scores — related
- Undergraduate students taught IUPAC nomenclature of organic chemistry through an e-content package scored significantly higher on the post-test than students taught by conventional methods — related
- Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related
- Mutual learning approach outperforms conventional instruction in academic achievement among B.Ed Optional II English students — related
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