Claims

The experimental group's mean listening score rose from 51.56 on the pre-test to 69.86 on the post-test

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Descriptive statistics show the experimental group's mean increased from 51.56 (pre-test) to 69.86 (post-test). → Bayat et al. 2017

Evidence

Bayat et al. 2017

Abbas Bayat, Ahmadreza Jamshidipour, Masoud Hashemi. (2017). THE BENEFICIAL IMPACTS OF APPLYING FORMATIVE ASSESSMENT ON IRANIAN UNIVERSITY STUDENTS' ANXIETY REDUCTION AND LISTENING EFFICACY. International Journal of Languages' Education and Teaching, 5(2). https://doi.org/10.18298/ijlet.1740

q2 · i? · causal · r1

Descriptive statistics of pre-test and post-test scores for all groups (Table 5): the experimental group's mean moved from 51.56 to 69.86, and the control group's from 44.33 to 58.36, as the article states the mean score "promoted to 69.86 in post-test exam". These are descriptive values with no attached test statistic in this sentence.

"It also indicated that the mean score of experimental group which had been 51.56 in pre -test exam promoted to 69.86 in post-test exam."

Discussion

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