Claims

Intermediate- and lower-level subgroups showed no significant posttest differences between CHLS and control conditions

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · 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.

q3 i? Neither the intermediate subgroups (p = .30) nor the lower subgroups (p = .65) differed significantly at posttest. → Ji Hye Shin & Peggy Albers 2015

Evidence

Ji Hye Shin & Peggy Albers 2015

Ji Hye Shin & Peggy Albers. (2015). An Analysis of the Effect of a Cyber Home Learning System on Korean Secondary School Students' English Language Achievement and Attitude. TESL Canada Journal/Revue TESL du Canada, 32(2). https://eric.ed.gov/?id=EJ1083964

q3 · i? · causal · r2

Same disaggregated posttest analysis: intermediate (A-2 vs B-2) and lower (A-3 vs B-3) subgroups showed no significant differences. The article reports these nulls descriptively; equivalence was not tested.

"Participants in Group A-2 (M = 57.8, SD = 13.66) and B-2 (M = 59.9, SD = 11.27) showed no significant difference in test scores, t(156) = -1.05, p = .30. Likewise, the students in Group A-3 (M = 34.8, SD = 11.14) revealed no significant difference from those in Group B-3 (M = 33.9, SD = 10.66), t(139) = .46, p = .65."

Discussion

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