Amount of listening time while active was not significantly related to End-of-Unit exam performance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among LWPA students, listening time showed a small positive but non-significant correlation with exam performance (r = .346, p > .05). → Tetiana Zubenko 2019

Evidence¶

Tetiana Zubenko 2019¶

Tetiana Zubenko, Allan Shwedel. (2019). Integrating mobile listening and physical activity to facilitate intentional and incidental vocabulary acquisition. Advanced Education, Special Issue 11. https://doi.org/10.20535/2410-8286.165717

q2 · i? · causal · r1

Correlational analysis within the LWPA group (n = 14) of average time spent listening against End-of-Unit exam performance. The correlation was "r = .346, P > .05", non-significant; Table 5 reports wide variability (mean 5.9 hrs, SD 5.0, range 1.2–19.8 hrs).

"Table 5 shows that while there is a small positive correlation, the results do not show a statistically significant effect related to the amount of listening time, r = .346, P > .05"

Discussion¶

Related Claims¶

• Listening to vocabulary lessons while physically active improves End-of-Unit exam performance over traditional intentional learning alone — related
• The LWPA advantage on the End-of-Unit exam persists after removing oral comprehension scores — related
• Treatment effect interacts with exam sub-section, with oral comprehension showing the largest LWPA advantage — related
• Audio lessons training vocabulary from L1 to L2 yield better L1-to-L2 translation than traditional L2-to-L1 training — related
• Incidental vocabulary acquisition through comprehensible input is more powerful than intentional vocabulary learning — a broader claim this one bears on