The GCR and control groups were equivalent in grammar performance before treatment¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? An independent t test on pretest scores showed no significant difference between groups (t = 0.34, p = 0.73), supporting baseline equivalence. → Hamidreza Fatemipour & Shiva Hemmati 2015
Evidence¶
Hamidreza Fatemipour & Shiva Hemmati 2015¶
Hamidreza Fatemipour & Shiva Hemmati. (2015). Impact of Consciousness-Raising Activities on Young English Language Learners’ Grammar Performance. English Language Teaching, 8(9). http://dx.doi.org/10.5539/elt.v8n9p1
q2 · i? · causal · r2
Independent samples t test on the 60-item researcher-made grammar pretest (Levene F = 2.1, p = 0.15; t = 0.34, df = 58, p = 0.73). Pretest means were 26.13 (control) and 25.63 (experimental). The article concludes the groups "belonged to the same population."
"the probability associated with the t-observed value (0.73) was higher than the significant level of (0.05). It was safely concluded that the two groups belonged to the same population in terms of their grammar performance before the treatment."
Discussion¶
Related Claims¶
- Grammar consciousness-raising activities produce significantly higher grammar posttest scores than deductive grammar teaching for young EFL learners — related
- Before implementation, treatment students performed significantly below control students on the standardized reading test — related
- Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
- Before treatment, the Logo and control groups showed no statistically significant difference in achievement on two-dimensional shapes — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- Experimental and control groups were academically equivalent on the organic chemistry achievement test before the treatment — related
- Groups were equivalent in mathematics achievement before the application — related
- Experimental and control groups did not differ significantly on the listening pretest — related
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