The formative-assessment group improved significantly from pre-test to post-test while the control group did not¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Paired samples t-test showed a significant pre-to-post gain for the experimental group (t = 9.316 > 2.045, df = 29, p < 0.05). → Bayat et al. 2017 q2 i? Paired samples t-test showed no significant pre-to-post gain for the control group (t = 1.257 < 2.045, df = 29). → Bayat et al. 2017 (2)

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

Paired samples t-test on the experimental group's pre and post scores (Table 6, Pair 2): mean difference -25.466, significant at p<0.05. The article reports "the difference between the experimental groups' pre and post-tests is significant"; no effect size is printed.

"the observed t (9.316) is greater than the critical t (2.045) with df=29, the difference between the experimental groups' pre and post-tests is significant at (p<0.05)"

Bayat et al. 2017 (2)¶

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

Paired samples t-test on the control group's pre and post scores (Table 6, Pair 1): mean difference -6.533, not significant. The article reports "the difference between the control groups' pre and post -tests is not significant"; equivalence was not tested.

"the observed t (1.257) is less than the critical t (2.045) with df=29, the difference between the control groups' pre and post -tests is not significant at (p<0.05)"

Discussion¶

Related Claims¶

• The ICT-taught experimental group improved significantly from pre-test to post-test — related
• Within the experimental group, pre-to-post gains in prosodic ability were significant, while the control group's pre-to-post change was not — related
• Both the experimental and control classes improved significantly from pre-test to post-test in listening — reports the opposite
• Only the experimental group showed a significant pretest-to-posttest change in difference scores — related
• Within-group gains on the multiple-choice achievement test were significant only for the Roundhouse Diagram group, not the control group — related
• The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not — related