Control-group LD students taught by traditional lecture show no significant pre-test to post-test difference¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? LD students taught through the traditional lecture method did not make a statistically significant gain from pre-test to post-test, though post-test means were descriptively higher. → Sivaram and Ramar 2014
Evidence¶
Sivaram and Ramar 2014¶
R.T. Sivaram, R. Ramar. (2014). Effect of CAI on Achievement of LD Students in English. li-manager's Journal of English Language Teaching, Vol. 4, No. 1, January-March. https://eric.ed.gov/?id=EJ1068387
q2 · i? · causal · r2
Pre-test/post-test analysis of 25 control-group LD students taught by lecture; Table 1 reports means of 20.6 (pre) and 23.2 (post) with a t-value of 1.62, marked "not significant at 0.05 level". Equivalence was not tested.
"There is no significant difference in the performance of the control group LD students taught through traditional lecture method between pre-test and post-test."
Discussion¶
Learner Variables¶
- Algebraic Thinking — outcome: instruction changes it
Related Claims¶
- CAI-taught LD students significantly outperform lecture-taught LD students on the post-test — related
- Experimental-group LD students taught through CAI show a significant pre-test to post-test achievement gain in English — related
- Lecture-taught LD students remain significantly behind normal-group students at post-test — related
- Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
- Senior secondary Geography students taught with PowerPoint presentation scored significantly higher on post-test achievement than students taught with the lecture method — related
- The traditional lecture-only method's pre-to-post gain was small and its significance is inconsistently reported — reports the opposite
- Students receiving traditional lectures showed no significant pre-post change in overall attitudes to learning English — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.