Gadget Based Learning is more effective than conventional method in learning English grammar at standard II in both an aided and a government school¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental groups taught with the gadget showed significantly higher post-test achievement than control groups taught conventionally in both schools. → Singaravelu 2014

Evidence¶

Singaravelu 2014¶

Singaravelu, G. (2014). Impact of Gadget Based Learning of Grammar in English at Standard II. i-manager's Journal of English Language Teaching, Vol. 4, No. 2, April-June. https://eric.ed.gov/?id=EJ1068432

q2 · i? · causal · r1

Equivalent-group experiment in two Mannargudi schools (40 experimental and 40 control students each). Table 2 reports experimental pre-test means of 9.58 and 13.65 rising to post-test means of 19.65 and 19.86, which the author reads as the gadget being "more effective than conventional method".

"Gadget Based Learning is more effective than conventional method in learning English Grammar at standard II in both types of schools through mean score of pre test of Experimental group in two schools respectively 9.58,13.65"

Discussion¶

Related Claims¶

• Control groups taught conventionally showed no significant pre-to-post gain in English grammar achievement in Shri Vani Vilas Middle School — related
• Post-test achievement of gadget-taught experimental groups did not differ significantly between the aided and the government school — related
• Both schools' control groups achieved the same pre-test and post-test scores under traditional method, indicating learning problems with conventional grammar teaching — related
• Experimental groups showed significant pre-to-post gains in English grammar achievement after gadget-based learning in Gopala Samudram Middle School — a narrower finding that bears on this claim
• Experimental groups showed significant pre-to-post gains in English grammar achievement after gadget-based learning in Shri Vani Vilas Middle School — a narrower finding that bears on this claim
• VIII standard students taught English grammar with mind mapping showed significantly higher gain scores than control-group students taught by the conventional method — a broader claim this one bears on
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — a broader claim this one bears on