Mobile learning produced significantly higher academic achievement than face-to-face learning in a fourteen-week quasi-experiment with English-major students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught via mobile learning achieved significantly higher modified gain ratios on the academic achievement post-test than students taught face-to-face. → Abdellah Ibrahim Mohammed Elfeky & Thouqan Saleem Yakoub Masadeh 2016

Evidence¶

Abdellah Ibrahim Mohammed Elfeky & Thouqan Saleem Yakoub Masadeh 2016¶

Abdellah Ibrahim Mohammed Elfeky & Thouqan Saleem Yakoub Masadeh. (2016). The Effect of Mobile Learning on Students' Achievement and Conversational Skills. International Journal of Higher Education, Vol. 5, No. 3. https://doi.org/10.5430/ijhe.v5n3p20

q2 · i? · causal · r1

Quasi-experiment with 50 students in two equal groups (25 each) studying the Strategies of Teaching and Learning course for fourteen weeks; experimental group received content via Blackboard on mobile devices, control via hardcopy. The article reports a statistically significant difference (α=0.05) in favor of the mobile-learning group, with means of "(M= 27.20)" versus "(M=34.32)".

"T. value for the difference between participants' modified gain ratio in the control group (M= 27.20) and the experimental one (M=34.32) regarding the academic achievement post-test was (5.533)."

Discussion¶

Related Claims¶

• Mobile learning produced significantly higher conversational skills ratings than face-to-face learning in the same quasi-experiment — related
• Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — possibly the same claim (merge candidate)
• Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
• Secondary students taught in an e-classroom with ICT resources significantly outperform students taught by conventional methods on post-test achievement — a broader claim this one bears on
• Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention — related