Experimental and control groups did not differ significantly on the listening pretest¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2015 · 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? Pretest listening comprehension scores showed no statistically significant difference between the control and experimental groups (t-cal -.048 < t-table 2.000, df 70). → Andi Tenri Ampa 2015
Evidence¶
Andi Tenri Ampa 2015¶
Andi Tenri Ampa. (2015). The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills. English Language Teaching, 8(12). http://dx.doi.org/10.5539/elt.v8n12p56
q2 · i? · causal · r2
Pretest comparison in the same quasi-experiment: independent-samples t-test gave t-cal -.048 at df 70, p .962, with Levene's sig. 0.695 indicating homogeneous variances. Equivalence was supported by the printed test, not established as strict equivalence.
"The results of statistical analysis in Tabel 1 present the mean scores of pretest of control and experimental groups (47.42 and 47.25). It indicates that the two groups are not significantly different."
Discussion¶
Related Claims¶
- Experimental and control groups did not differ significantly on the ESP reading pretest — related
- No significant pre-test difference existed between the two groups' entry listening knowledge — related
- Experimental and control groups were statistically equivalent on religious-concepts pretest before the intervention — related
- Experimental and control groups were equivalent in vocabulary before the glossing treatment — related
- The GCR and control groups were equivalent in grammar performance before treatment — related
- Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related
- Multimedia application is more effective than conventional media for sixth-semester students' listening comprehension, per a t-test comparison — related
- The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — related
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