Low-scoring experimental-group students moved from 25% scoring below 25% at pre-test to none scoring below 25% at post-test, with scores reaching as much as 56.8%¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the experimental group, the 25% of students who scored below 25% on the pre-test scored significantly higher at post-test — as much as 56.8% — with none scoring below 25%, while the control group's 28.5% below-25% share remained unaltered. → Vasileiadou and Makrina 2017

Evidence¶

Vasileiadou and Makrina 2017¶

Ioanna Vasileiadou & Zafiri Makrina. (2017). Using Online Computer Games in the ELT Classroom: A Case Study. English Language Teaching, 10(12). https://doi.org/10.5539/elt.v10n12p134

q2 · i? · causal · r1

Post-test comparison of the lowest-scoring band in the experimental class, reported against the control class where 4 of 14 students (28.5%) stayed below 25% in both tests. Percentages are descriptive; no test statistic is printed.

"While in the pre-test 25% of the students scored below 25% (see column D in Figure 5), in the post-test their scores were significantly higher with students of this group scoring as much as 56.8%, while none scored below 25%"

Discussion¶

Related Claims¶

• Both groups improved significantly on the achievement test from pre-test to post-test, with the experimental group reaching a much higher post-test mean — related
• The experimental group's distribution across motivational levels shifted toward higher levels from pre-test to post-test while the control group's did not — related
• Final-test score distributions concentrated differently by group: the ChatGPT class peaked at interval 79-83 (32.26% of students) while the control class peaked at 56-61 (25.81%) — related
• Speaking-skill score distribution shifted upward after integrative teaching (mean 65.75 to 76.5) — related