Before the FCI treatment, the experimental and control groups showed no statistically significant difference in writing ability¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-test scores did not differ significantly between the experimental (x =4.35, N=34, SD=1.85) and control (x =4.64, N=32, SD=1.72) groups, T=-.653, P=0.51. → Ramyar O. Qader and Fadime Yalcin Arslan 2019

Evidence¶

Ramyar O. Qader and Fadime Yalcin Arslan 2019¶

Ramyar O. Qader and Fadime Yalcin Arslan. (2019). THE EFFECT OF FLIPPED CLASSROOM INSTRUCTION IN WRITING: A CASE STUDY WITH IRAQI EFL LEARNERS. Teaching English with Technology, 19(1), 36-55. https://eric.ed.gov/?id=EJ1204642

q2 · i? · causal · r2

Independent-sample t-test on pre-test writing scores in the quasi-experiment found no statistically significant difference between groups before treatment; equivalence was not tested beyond this non-significant comparison, and no effect size is printed.

"no statistically significant difference existed between the pre-tests of the experimental ( x =4.35, N=34, SD=1.85) and control groups ( x =4.64, N=32, SD=1.72) and (T=-.653, P=0.51)"

Discussion¶

Related Claims¶

• Flipped classroom instruction produced significantly better post-test writing scores than traditional instruction among Iraqi EFL sophomores — related
• The two groups did not differ significantly in writing quality before the treatment — possibly the same claim (merge candidate)
• Iraqi EFL learners held predominantly positive attitudes toward flipped classroom instruction — related
• Before the intervention, the control and experimental groups were statistically equivalent in geometric thinking — related