Students using the CSTPP in class without parental participation showed no significant pre-post change in overall attitudes to learning English¶

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? Group B's overall paired pre-post difference did not reach significance (t = -.127, p = .901), and no subscale reached significance. → Chiu 2014

Evidence¶

Chiu 2014¶

Fu-Yuan Chiu. (2014). The Application of a Cloud-Based Student, Teacher, and Parent Platform in English as a Foreign Language Education. The Turkish Online Journal of Educational Technology, 13(3), 178-187. https://eric.ed.gov/?id=EJ1034232

q2 · i? · causal · r1

Paired samples t-test for Group B, 24 students using the CSTPP on tablet PCs in English class with teacher assistance. Table 3 reports total mean difference -.008, t-statistic -.127, p-value .901; no subscale was significant.

"The statistical results indicated that the differences in pre and posttests regarding the overall attitudes to learning English of the 24 students in Group B did not reach the level of significance."

Discussion¶

Related Claims¶

• The article concludes the CSTPP is better suited to home-based self-study with close teacher-parent interaction — related
• Junior high school students using the CSTPP at home with parental participation showed a significant pre-post increase in attitudes toward instruction — related
• Students receiving traditional lectures showed no significant pre-post change in overall attitudes to learning English — related
• Both CSTPP groups rated the system highly, with the home-based parental-participation group averaging slightly higher satisfaction — related
• ANCOVA on post-test attitude scores with KCSE covariates found a statistically significant overall difference among the three groups — related