The experimental group showed a statistically significant gain from pretest to post-test after personalized grammar instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Within the experimental group, scores rose from a pretest mean of 76.0 to a post-test mean of 89.3, a significant repeated-measures difference (t = -13.442, p = 0.000). → Kardaş 2016

Evidence¶

Kardaş 2016¶

Kardaş, D. (2016). The use of personalized texts for teaching Turkish as a second language. Educational Research and Reviews. https://doi.org/10.5897/ERR2015.2538

q3 · i? · causal · r1

Single-factor repeated-measures t-test on the 12 experimental-group students, reported in Table 6. The pretest used gap-filling; the post-test used gap-filling and open-ended questions, with a maximum score of 100. The article reports the gain as significant at the 0.01 level; no effect size is printed.

"Experimental pretest 12 76.0 10.48 -13.442 11 0.000 Experimental post-test 12 89.3 9.25"

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Foreign learners of Turkish taught grammar with personalized texts scored significantly higher on the post-test than learners taught with ordinary textbook examples — possibly the same claim (merge candidate)