Treatment effect interacts with exam sub-section, with oral comprehension showing the largest LWPA advantage¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A mixed-factors repeated measures ANOVA found a significant treatment by exam sub-section interaction (F = 3.188, p = .003), with significant differences favouring the LWPA group in both Oral Comprehension sub-sections. → 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 · r2

Mixed-factors repeated measures ANOVA on percentage-correct sub-section scores (interaction F = 3.188, p = .003 per Table 4), followed by post hoc Tukey HSD tests per sub-domain. "significant differences favouring the LWPA group were observed in the two Oral Comprehension sub-sections" (Identify Speaker Q = 3.68, p = .012; Answer Questions Q = 5.06, p = .001).

"The results in Table 4 show that indeed there is a significant interaction effect. A series of post hoc Tukey HSD tests were done compare performance between the groups on each sub-domain. As predicted in Hypothesis #2, significant differences favouring the LWPA group were observed in the two Oral Comprehension sub-sections"

Discussion¶

Related Claims¶

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• Amount of listening time while active was not significantly related to End-of-Unit exam performance — related
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• Listening to vocabulary lessons while physically active improves End-of-Unit exam performance over traditional intentional learning alone — related
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