Junior high school students using the CSTPP at home with parental participation showed a significant pre-post increase in attitudes toward instruction¶

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 A's paired pre-post comparison showed a significant difference only for the attitudes toward instruction subscale (t = 2.20, p = .038), while the other four dimensions did not differ significantly. → 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

Quasi-experimental nonequivalent pretest-posttest study with three classes of 24 students each; Group A used the CSTPP at home with parental participation for 3 months. Table 2 reports the attitudes toward instruction mean difference .275, t-statistic 2.20, p-value .038, significant at p<.05.

"Observing every subscale of the attitudes to learning English questionnaire, the differences in the means of the pre and posttest results for “attitudes toward instruction” achieved a level of significance."

Discussion¶

Related Claims¶

• The article concludes the CSTPP is better suited to home-based self-study with close teacher-parent interaction — a broader claim this one bears on
• Students using the CSTPP in class without parental participation 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