The experimental and control groups did not differ in motivation or grammar at pretest¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An independent-samples t-test found no significant difference between groups' grammar pretest means. → NamazianDost et al. 2017 q2 i? A Mann-Whitney test found no significant difference between groups' motivation questionnaire pretest scores. → NamazianDost et al. 2017 (2)

Evidence¶

NamazianDost et al. 2017¶

Islam NamazianDost, Ghassem Bohloulzadeh, Abdolreza Pazhakh. (2017). The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students. Advances in Language and Literary Studies, 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.243

q2 · i? · causal · r1

Independent-samples t-test on grammar pretest scores (t = .851, df = 78, Sig. .398, mean difference .30000); the article concludes both groups had similar performances. Equivalence was not formally tested beyond this non-significant result.

"This indicated that there was no significant difference between the mean scores of pretest in both experimental and control groups."

NamazianDost et al. 2017 (2)¶

Islam NamazianDost, Ghassem Bohloulzadeh, Abdolreza Pazhakh. (2017). The Effect of Task-Based Language Teaching on Motivation and Grammatical Achievement of EFL Junior High School Students. Advances in Language and Literary Studies, 8(2). https://doi.org/10.7575/aiac.alls.v.8n.2p.243

q2 · i? · causal · r2

Mann-Whitney test on questionnaire pretest scores; mean ranks were 42.04 (experimental) and 38.96 (control), Asymp. Sig. .551. No effect size is printed.

"This indicates that there was not any significant difference between the experimental and control groups' motivation in the pre-test of questionnaire ."

Discussion¶

Related Claims¶

• The experimental and control groups differed significantly on the pre-test before the intervention — reports the opposite
• The experimental and control groups were homogeneous in grammar knowledge before the intervention — possibly the same claim (merge candidate)
• The GCR and control groups were equivalent in grammar performance before treatment — possibly the same claim (merge candidate)
• Before implementation, treatment students performed significantly below control students on the standardized reading test — reports the opposite
• Experimental and control groups were homogeneous in idiom knowledge before treatment — related
• The control and experimental groups did not differ significantly on the pre-test — related
• The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — possibly the same claim (merge candidate)
• The two groups did not differ significantly in writing quality before the treatment — related
• TBLT increased EFL junior high students' motivation significantly more than traditional instruction — related
• The experimental and control groups were statistically homogeneous in speaking ability before the treatment — related
• Experimental and control groups were equivalent in speaking achievement before the intervention — related