CHLS self-study produced no statistically significant overall improvement in English posttest performance compared with regular classroom instruction alone¶

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¶

q3 i? Grade 9 EFL students who used CHLS self-study alongside regular instruction did not score significantly differently on the posttest than controls. → 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

Quasi-experiment with 147 Grade 9 students in Seoul; experimental group (n = 73) added CHLS self-study to regular instruction for one month while controls (n = 74) received regular instruction only. Posttest means were 59.1 vs 61.6, and "There were no statistically significant differences in posttest scores between these two groups."

"the posttest mean for Experimental Group A was 59.1 (SD = 22.38) and the mean of Control Group B was 61.6 (SD = 20.76). There were no statistically significant differences in posttest scores between these two groups, t(450) = -1.16, p = .25."

Discussion¶

Related Claims¶

• CHLS self-study significantly benefited advanced-level students but not intermediate- or lower-level students — related