The control group also improved from pre-test to post-test under conventional teaching, but less than the experimental group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's mean reading score rose from 46.4 to 55.7, a significant but smaller improvement than the experimental group's. → Roslina 2017

Evidence¶

Roslina 2017¶

Roslina. (2017). The Effect of Picture Story Books on Students’ Reading Comprehension. Advances in Language and Literary Studies 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.213

q2 · i? · causal · r1

Paired pre-test/post-test comparison of the 15-student control group under conventional teaching. Mean rose from 46.4 to 55.7 with "mean difference in pairs sample test is 9.33333" and standard deviation 6.71672; reported as significant.

"In the pre test, this grout got mean score 4 6.4 and in the post test they got mean score 55.7. The standard deviation is 6.71672 while t he mean difference in pairs sample test is 9.33333"

Discussion¶

Related Claims¶

• The control group showed no significant pre-test to post-test difference under conventional teaching — reports the opposite
• The control group's mean score rose 3.2 points from pre-test (3.2) to post-test (6.4) under traditional teaching — related
• Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — related
• SSII students taught trigonometry with concept mapping or cooperative learning achieved significantly higher post-test scores than students taught with conventional methods — related
• Teaching reading with picture story books improved reading comprehension in first-year Paket B students at PKBM Medaso Kolaka — related
• The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group — possibly the same claim (merge candidate)