Elementary ESL students taught vocabulary with the MPS on an interactive whiteboard achieved significantly higher post-test scores than students taught with a blackboard¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
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q3 i? Fifth-graders using the MPS scored significantly higher on an English vocabulary post-test than blackboard-taught peers (79.78 vs 76.20, p < .05). → Kuo 2013
Evidence¶
Kuo 2013¶
Kuo, F.-O., Yu, P.-T., & Hsiao, W.-H. (2013). Develop and evaluate the effects of multimodal presentation system on elementary ESL students. The Turkish Online Journal of Educational Technology, 12(4). https://eric.ed.gov/?id=EJ1018039
q3 · i? · causal · r2
Quasi-experiment with 134 fifth-graders in six intact classes randomly assigned to instructional approach; independent-samples t-test on post-test vocabulary scores. The experimental group mean was "higher than the 76.20 (SD = 8.61) for the control group", t(125.794) = 2.087, p < .05.
"The mean of scores was 79.78 (SD = 11.13) for the experimental group, higher than the 76.20 (SD = 8.61) for the control group. There is a significant difference between these two groups, t(125.794) = 2.087, p < .05."
Discussion¶
Related Claims¶
- Experimental-group students reported significantly higher overall learning satisfaction with the MPS-based English course than control-group students — related
- Fifth-grade female students taught an English unit with e-Mind Maps scored significantly higher on the post achievement test than students taught with the traditional teacher-guide method — related
- ESL students taught concept mapping show significantly greater pretest-to-posttest achievement gains than students taught an alternative learning strategy — related
- The effect size of using e-Mind Maps on fifth-graders' English achievement was high (η² = 0.39) — related
- Post-test achievement differed significantly between the test and control groups in favour of the test group — related
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