Integrative teaching techniques improve German speaking-skill learning outcomes in a single-group quasi-experiment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with integrative teaching techniques scored significantly higher on a German speaking post-test than on the pre-test (t count = 8.23 > t table = 1.73). → Litualy 2016

Evidence¶

Litualy 2016¶

Litualy, S. J. (2016). Integrative Teaching Techniques and Improvement of German Speaking Learning Skills. Journal of Education and Practice, Vol.7, No.9. https://eric.ed.gov/?id=EJ1095832

q2 · i? · causal · r1

Quasi-experimental single-group pre-test/post-test study of 20 students in the Sprechfertigkeit 2 course, analyzed with a t-test. The article reports "t count = 8.23 > t tabel = 1.73" at α = 0.05, df = 18, and concludes a significant influence of integrative teaching techniques on speaking outcomes.

"From the results of data analyzed, the result of learning t = 8.23 with T table at significant level α = 0.05 and df = 18 obtained t table = 1.73. The results showed that t count > t tabel (t count = 8.23 > t tabel = 1.73)."

Discussion¶

Related Claims¶

• Speaking-skill score distribution shifted upward after integrative teaching (mean 65.75 to 76.5) — possibly the same claim (merge candidate)
• The experimental group shows significant within-group gains from pre-test to post-test in speaking skill. — possibly the same claim (merge candidate)
• Multimedia modular instruction produces significantly higher speaking-skill post-test scores than traditional method among student-teachers. — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related
• Integrating YouTube videos into EFL instruction produced significantly higher post-test content learning than lecture-based instruction — related
• Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related