Chi-square analysis shows the distribution of learning theories in Iranian ELT textbooks differs significantly from chance¶

Claim · All claims
Evidence · 1 study · design r2 · q2 · i1 small
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q2 i? The Chi-square value (77.2) exceeded the critical value (9.48), indicating significant differences in the reflection of learning theories across the textbooks. → Hossein Hashem Neghad 2014

Evidence¶

Hossein Hashem Neghad 2014¶

Hossein Hashem Neghad. (2014). Reflection of Learning Theories in Iranian ELT Textbooks. Advances in Language and Literary Studies, 5(2). https://doi.org/10.7575/aiac.alls.v.5n.2p.115

q2 · i1 · design · r2

Chi-square analysis of the frequency distribution of the three learning theories across the textbooks. Table 4 prints a Chi-square of 77.2 against a critical value of 9.48, so "significant differences exist" and the reflection of theories is not by chance.

"Table 4 indicates that Chi-Square is far larger than critical value. That is significant differences exist in Iranian ELT textbooks with regard to the implications of learning theories"

Discussion¶

Related Claims¶

• Behaviourism is the major learning theory reflected in Iranian Junior and Senior High school ELT textbooks — related
• Iranian ELT textbooks show no smooth shift from behaviourism to constructivism across educational levels — related
• Cognitivism is the second most important learning theory reflected across all Iranian ELT textbook levels — a narrower finding that bears on this claim
• Constructivism is the major learning theory reflected in Iranian Pre-University ELT textbooks — a narrower finding that bears on this claim
• The two textbook series differ significantly in the distribution of intelligences across learning objectives — related