The mock-test and conventional-instruction groups did not differ significantly on the pretest before the intervention¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2017 · 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 comparison showed no significant difference between groups (t(49)=-4.87, p=.12), supporting group comparability at baseline. → Khodabakhshzadeh et al. 2017
Evidence¶
Khodabakhshzadeh et al. 2017¶
Hossein Khodabakhshzadeh, Reza Zardkanloo, Iman Alipoor. (2017). The Effect of Mock Tests on Iranian EFL learners’ Test Scores. International Journal of Education & Literacy Studies 5(3). http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.47
q2 · i? · causal · r1
Baseline homogeneity check in the quasi-experiment: pretest scores of Group 1 (M=20.11, SD=2.898) and Group 2 (M=20.45, SD=3.011) compared via independent samples t-test; the article reports "non-significant difference between the groups was assumed." Equivalence was not formally tested beyond this comparison.
"As shown in Table 3, (t(49)=-4.87, p=.12 ≥ α= 0.05); therefore non-significant difference between the groups was assumed. In addition, the difference between Group 1 (M= 20.11, SD= 2.898) and Group 2 (M=20.45, SD=3.011) is not significant."
Discussion¶
Related Claims¶
- The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — related
- The two groups did not differ significantly on the pretest before instruction — related
- Experimental and control groups did not differ significantly on the listening pretest — related
- The two intervention groups were equivalent at baseline except in practical reasoning, where group 1 scored higher — related
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- The control and experimental groups did not differ significantly on the pre-test — related
- The two groups did not differ significantly in listening ability at pretest, supporting group homogeneity — related
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