The control group showed no significant pre-test to post-test difference under conventional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? There is no significant difference in achievement mean score between the pre-test and post-test of the control group taught by conventional methods. → G. Singaravelu 2014

Evidence¶

G. Singaravelu 2014¶

G. Singaravelu. (2014). Efficacy of Multimedia Package in Communicative Skill in English. i-manager's Journal on English Language Teaching, Vol. 4 No. 4, October - December. https://eric.ed.gov/?id=EJ1068384

q2 · i? · causal · r1

Quasi-experimental control condition (n = 42); Table 2 reports pre-test mean 9.43 (SD 3.80) and post-test mean 9.95 (SD 3.89), t = 0.15, null hypothesis accepted at the 0.05 level. Equivalence was not tested.

"In the Table 2, calculated t value (0.15) is lower than table value (1.96). The null-hypothesis is accepted at 0.05 level. It proves that there is no significant difference in achievement mean score between the pre test of control group and the post-test of control group"

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• Control-group students taught by conventional methods showed a significant pre-to-post gain in IUPAC nomenclature achievement — reports the opposite
• Experimental-group students taught through the e-content package showed a significant pre-to-post gain in IUPAC nomenclature achievement — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — related
• Undergraduate students taught IUPAC nomenclature of organic chemistry through an e-content package scored significantly higher on the post-test than students taught by conventional methods — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
• Class IX physical science students taught with the constructivist 7E model achieved significantly higher post-test and gain scores than students taught with traditional methods — related
• Undergraduate students taught organic chemistry with an analogy instructional strategy achieved significantly higher post-test scores than students taught by traditional lecture methods — related
• In one quasi-experiment with two intact senior secondary classes in Ilorin, Nigeria, students taught Civic Education with the 5Es strategy scored higher on civic literacy than a conventionally taught class — related
• The experimental group showed a significant pre-test to post-test gain in communicative skill after using the Interactive Multimedia Package — related