Learning-styles-based adaptive tutoring did not increase academic achievement relative to conventional computer-based tutoring in EFL¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After an 8-week treatment, no significant difference in post-test achievement was found between the adaptive learning-styles group and the conventional computer-based learning group; the hypothesis that learning-styles tutoring increases achievement was rejected. → Aslan et al. 2014

Evidence¶

Aslan et al. 2014¶

Burak Galip Aslan, Özlem Öztürk, Mustafa Murat İnceoğlu. (2014). Effect of Bayesian Student Modeling on Academic Achievement in Foreign Language Teaching (University Level English Preparatory School Example). Educational Sciences: Theory & Practice, 14(3). https://doi.org/10.12738/estp.2014.3.1587

q2 · i? · causal · r2

Quasi-experimental pre-test, post-test study with 46 volunteers (23 control, 23 experimental) learning the EFL IF-Clauses topic over 8 weeks; the experimental group used adaptive learning-styles content, the control conventional content. The article reports "no significant difference was found between the control and experimental groups"; no effect size is printed.

"However, no significant difference was found between the control and experimental groups after the treatment."

Discussion¶

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