The combined (traditional plus active learning) teaching method significantly improved pre-to-post knowledge scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught through combined methods showed a statistically significant increase from pre-test (M = 6.3250) to post-test (M = 7.9450). → Kolesnikova 2016

Evidence¶

Kolesnikova 2016¶

Iryna V. Kolesnikova. (2016). Combined Teaching Method: An Experimental Study. World Journal of Education, 6(6). https://doi.org/10.5430/wje.v6n6p51

q2 · i? · causal · r2

Paired-samples t-test on the experimental group (N = 20) reported in Tables 2 and 3: pre-test mean 6.3250 (SD .92160), post-test mean 7.9450 (SD 1.95380), mean difference 1.62, t-value 4.386, DF 19, Sig. .014 in Table 2 and .000 in Table 3. No effect size is printed.

"the mean difference of scores between pre and post-evaluation (1.62) shows that the experimental group is significantly different when comparing pre and post-test marks (P = .000)."

Discussion¶

Related Claims¶

• The control group taught by the traditional method showed no significant pre-test to post-test improvement — related
• Traditional reading comprehension instruction produced no statistically significant pre-test to post-test improvement in the control group — related
• Sixth-grade EFL students taught through multiple intelligences activities showed a statistically significant pre-test to post-test improvement in essay writing scores — related
• The control group instructed through the traditional method showed no statistically significant improvement in writing from pre-test to post-test — related
• The traditional lecture-only method's pre-to-post gain was small and its significance is inconsistently reported — related