The effect of the integrated approach on critical thinking differed between the two universities (three-way interaction)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The Pre-Post × School × Group interaction was significant (F = 6.82, p = .011, η2 = .085), indicating the method effect differed across universities. → Yimwilai 2015

Evidence¶

Yimwilai 2015¶

Supaporn Yimwilai. (2015). An Integrated Approach to Teaching Literature in an EFL Classroom. English Language Teaching, 8(2). https://doi.org/10.5539/elt.v8n2p14

q2 · i2 · causal · r1

Three-way ANOVA with one repeated measure on critical thinking pre/post scores. The article reports the three-way interaction "F = 6.82 p < .011" with η2 = .085, so the researcher analyzed each university individually.

"the effect of integrated approach on critical thinking skills of students at UP significantly differed from that of students at UB, at the level of .05 (F = 6.82 p < .011). The effect size was .085."

Discussion¶

Learner Variables¶

• Critical Thinking — outcome: instruction changes it

Related Claims¶

• The integrated approach worked similarly across two universities with different environments and cultures, including students of different English proficiency levels — reports the opposite
• The integrated approach produced significantly greater critical thinking skill improvement than the conventional method at both universities — related
• No significant overall change in CCT-X scores from pre-test to post-test regardless of group — related