Both schools' control groups achieved the same pre-test and post-test scores under traditional method, indicating learning problems with conventional grammar teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Control groups in both schools scored the same on pre-test and post-test under traditional teaching, which the author takes as evidence of learning problems. → Singaravelu 2014

Evidence¶

Singaravelu 2014¶

Singaravelu, G. (2014). Impact of Gadget Based Learning of Grammar in English at Standard II. i-manager's Journal of English Language Teaching, Vol. 4, No. 2, April-June. https://eric.ed.gov/?id=EJ1068432

q2 · i? · causal · r1

Finding 1, shown in Table 1 with control-group percentages of 24-27% at pre-test and 75% at post-test in both schools. The author concludes students of standard II have learning problems in English grammar under conventional teaching.

"It confirms that, both types of schools achieve the same score in pre test and post test in traditional method in learning English Grammar."

Discussion¶

Related Claims¶

• The control group showed no significant pre-test to post-test difference under conventional teaching — a broader claim this one bears on
• Control groups taught conventionally showed no significant pre-to-post gain in English grammar achievement in Shri Vani Vilas Middle School — a narrower finding that bears on this claim
• Gadget Based Learning is more effective than conventional method in learning English grammar at standard II in both an aided and a government school — related
• Experimental groups showed significant pre-to-post gains in English grammar achievement after gadget-based learning in Gopala Samudram Middle School — related
• Experimental groups showed significant pre-to-post gains in English grammar achievement after gadget-based learning in Shri Vani Vilas Middle School — related