The CL class improved significantly from pretest to posttest while the traditional-taught class did not¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experiment class's mean listening score rose by nearly 5 points from pretest to posttest, a statistically significant gain (p=0.000). → Min Han 2015 q2 i? The control class showed no statistically significant pretest-to-posttest change (p=0.449); equivalence was not tested. → Min Han 2015 (2)

Evidence¶

Min Han 2015¶

Min Han. (2015). An Empirical Study on the Application of Cooperative Learning to English Listening Classes. English Language Teaching, 8(3). https://doi.org/10.5539/elt.v8n3p177

q2 · i? · causal · r1

Paired-samples t-test within the experiment class (N=52): pretest mean 59.58, posttest mean 64.54, t reported as -5.909 with Sig. 0.000. The article reports "improved by nearly 5 points"; no effect size is printed.

"Compared with the scores in the pretest, the mean score in the postte st is improved by nearly 5 points for the experiment class. The significance level is 0.000"

Min Han 2015 (2)¶

Min Han. (2015). An Empirical Study on the Application of Cooperative Learning to English Listening Classes. English Language Teaching, 8(3). https://doi.org/10.5539/elt.v8n3p177

q2 · i? · causal · r1

Paired-samples t-test within the control class (N=53): pretest mean 58.68, posttest mean 59.09, Sig. 0.449. The article concludes students under traditional teaching "make no progress in their listening skills" in this research; no effect size is printed.

"For the control class, the mean score in the posttest is hi gher than that of the pretest, yet the significance level is 0.449 (p>0.05), consequently, these two scores have no obvious difference."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Cooperative learning produced significantly higher posttest listening scores than traditional teaching in this study — possibly the same claim (merge candidate)
• Interviewed students reported reduced anxiety, more active participation, and improved listening and oral skills under CL — related
• Experimental-group students improved significantly in listening proficiency under the zero class hour model over two months — related