Weekly pre-test scores showed no significant treatment-control differences in eight of ten weeks; control scored higher in the first two weeks (p<.05)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: local conditions change quickly

Subclaims¶

q2 i? Baseline knowledge was statistically comparable between groups for most of the course, with control students scoring higher only in the first two weeks. → Phuong 2017

Evidence¶

Phuong 2017¶

Phuong, A. E., Nguyen, J., & Mariea, D. (2017). Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of its Impacts in Higher Education. The Journal of Effective Teaching, 17(2), 5-44. https://uncw.edu/jet

q2 · i? · causal · r1

Weekly pre-test comparison across the ten-week course in the two-section study. The article reports "no statistically significant differences on the wee kly pre-test scores" for eight weeks, with control higher in weeks one and two ( p<.05); equivalence was not formally tested.

"For eight of the ten weeks, there were no statistically significant differences on the wee kly pre-test scores. The only exception was in the first two weeks, when the students in the control group had scores that were higher than the treatment ( p<.05)."

Discussion¶

Related Claims¶

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• Weekly grammar cloze testing produced no significant difference in grammar knowledge compared with weekly grammar multiple-choice testing among Iranian pre-university EFL students — related
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• QBI students scored significantly higher on weekly formative quizzes than control students, with no difference between the two QBI platforms — related