Cooperative learning produced significantly higher posttest listening scores than traditional teaching in this study¶

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

Subclaims¶

q2 i? After one semester, the experiment class (CL) scored significantly higher than the control class on the CET-4-based listening posttest (p<0.01). → Min Han 2015

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

Independent-samples t-test on posttest scores of two intact classes (CG N=53, mean 59.09; EG N=52, mean 64.54) after a semester in which the experiment class received CL for two hours weekly. The article reports "the significant level is 0.000". No effect size is printed.

"In the posttest, the mean score in the experiment class is much higher than that of control class. As the significant level is 0.000, that is p<0.01, we can say in this research, CL is very effective and brings significant results to students’ listening competence"

Discussion¶

Related Claims¶

• The CL class improved significantly from pretest to posttest while the traditional-taught class did not — possibly the same claim (merge candidate)
• Most students in the CL class held positive attitudes toward cooperative learning, including perceived listening gains — related
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