Experimental and control groups did not differ significantly in listening comprehension achievement before the intervention¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-test LAT scores of the experimental group (mean 51.25) and control group (mean 53.33) showed no significant difference, establishing baseline equivalence. → Abdulkadir Kırbas 2018

Evidence¶

Abdulkadir Kırbas 2018¶

Abdulkadir Kırbas. (2018). The Effect of Interactive Whiteboard Applications Supported by Visual Materials on Middle School Students' Listening Comprehension and Persistence of Learning. Universal Journal of Educational Research 6(11): 2552-2561. https://doi.org/10.13189/ujer.2018.061120

q3 · i? · causal · r2

Baseline comparison in the same pre-test post-test control group experiment (n=36 per group). The independent samples t test on pre-test LAT scores yielded t = -1.181, p = .241; the article reports "no significant difference between the groups at .05 significance level". Equivalence was not framed as a formal equivalence test.

"The mean LAT score of the students in the control group was 53.33 and that of the students in the experimental group was 51.25. The t value calculated based on the scores of the two groups was -1.181. The independent samples t test that was carried out to determine whether there was any difference between the groups yielded p=.241, which indicated that there was no significant difference between the groups at .05 significance level."

Discussion¶

Related Claims¶

• Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — related
• Experimental and control groups did not differ significantly on the listening pretest — possibly the same claim (merge candidate)
• The experimental and control groups did not differ significantly on the pre test — possibly the same claim (merge candidate)
• Experimental-group students' listening comprehension scores rose significantly from pre-test to post-test after interactive whiteboard instruction with visual materials — related
• Interactive whiteboard lessons supported by visual materials produce higher listening comprehension achievement than regular 2018 Turkish Course Curriculum teaching in middle school students — related
• No significant pre-test difference existed between the two groups' entry listening knowledge — related
• Experimental and control groups did not differ significantly in initial-test grades before the intervention — related
• Students given more control spent significantly more weekly time on listening practice, indicating greater effort and autonomy — related
• On the initial test's application section the experimental and control groups did not differ significantly — related