The paper-based control group showed no statistically significant change in reading test scores over the term¶

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 pre-test and post-test reading scores did not differ significantly. → Altay 2017

Evidence¶

Altay 2017¶

Altay, İ. F., & Altay, A. (2017). The impact of online reading tasks and reading strategies on EFL learners' reading test scores. Journal of Language and Linguistic Studies, 13(2), 136-152. https://eric.ed.gov/?id=EJ1159168

q2 · i? · causal · r1

Paired-sample t-test on the 26-student control group's pre- and post-test scores. The article reports no significant difference, stating learners continuing in the traditional environment "did not show any progress in their reading scores".

"The results showed that there was not a statistically significant difference between pre -test (M=20.05, SD=4.09) and post -test (M=19.73, SD=4.99) scores of controls group; t(25)=0.354, p=0.726."

Discussion¶

Related Claims¶

• Paper-and-pen peer comment activities significantly improve students' writing quality over a semester — related
• After a 6-week treatment, Turkish EFL learners assigned online reading tasks did not differ in reading test scores from learners who continued reading on paper — related
• Within the experiment group, six weeks of online reading tasks produced no statistically significant change in reading test scores — related
• The paper-based control group showed no statistically significant gain from pre-test to post-test — possibly the same claim (merge candidate)