The experimental group's listening scores rose significantly from pre-test to Post-test I¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Within the experimental group, the Post-test I mean (52.4) was significantly higher than the pre-test mean (32), t = 11.72. → Whitehead 2019

Evidence¶

Whitehead 2019¶

Evangelin Whitehead. (2019). Application of Meta-Cognitive Strategy Instruction in Listening Comprehension to the Level III Student-Teachers. The Excellence in Education Journal, 8(2). https://eric.ed.gov/?id=EJ1228050

q2 · i? · causal · r1

Within-group comparison of the experimental group's pre-test (M = 32, SD = 6.9) and Post-test I (M = 52.4, SD = 7.5) after a semester of metacognitive strategy training; the article reports "significant difference" at the 0.05 level.

"The experimental group showed significant difference between its Pre- test and Post-test -1 mean achievement scores. The 't' value of this comparison was 11.72 which is significant at 0.05 level of significance."

Discussion¶

Related Claims¶

• Experimental-group students' listening comprehension scores rose significantly from pre-test to post-test after interactive whiteboard instruction with visual materials — related
• Metacognitive strategy instruction improves EFL student-teachers' listening comprehension relative to traditional instruction — related