Conventional grammar teaching produced no significant pre-to-post change in the control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no significant difference between the control group's pre-test and post-test means under conventional teaching (t = 0.214 < 1.96); equivalence was not tested. → Singaravelu 2010

Evidence¶

Singaravelu 2010¶

G. Singaravelu. (2010). Impact of Co-operative Learning Strategies in English. i-manager's Journal of Educational Psychology, Vol. 4, No. 2, August-October 2010. https://eric.ed.gov/?id=EJ1102270

q2 · i? · causal · r1

Table 2 reports the control group's pre-test (mean 8.62, SD 2.32) and post-test (mean 8.68, SD 2.42) under conventional teaching, with "null hypothesis is accepted at 0.05 levels"; only a t-value is printed, no effect size.

"The calculated t-value is (0.214) less than table value (1.96). Hence null hypothesis is accepted at 0.05 levels."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• 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
• Traditional course-book instruction showed no significant pre-to-post achievement change in the control group — possibly the same claim (merge candidate)
• The control group showed no significant pre-test to post-test difference under conventional teaching — possibly the same claim (merge candidate)
• The control group's grammar scores also rose significantly from pretest to posttest under traditional instruction — reports the opposite
• VIII standard students taught English grammar with mind mapping showed significantly higher gain scores than control-group students taught by the conventional method — related
• Eighth-standard students learning English grammar voice through CAI show a significantly larger mean gain score than students taught through conventional instruction — related
• Co-operative learning produces significantly higher English grammar achievement than conventional methods in secondary students — related
• Traditional teaching also produced a significant pre-to-post achievement gain in the control group — reports the opposite
• The experimental group improved significantly from pre-test to post-test after co-operative learning — related