Multimedia application is more effective than conventional media for sixth-semester students' listening comprehension, per a t-test comparison¶

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? Students taught listening comprehension with a multimedia application scored significantly higher than students taught with conventional media (Tcount = 14.68 > Ttable = 2.02, df 38, α 0.05). → Tagor Pangaribuan 2017

Evidence¶

Tagor Pangaribuan 2017¶

Tagor Pangaribuan, Andromeda Sinaga & Kammer Tuahman Sipayung. (2017). The Effectiveness of Multimedia Application on Students Listening Comprehension. English Language Teaching, 10(12). https://doi.org/10.5539/elt.v10n12p212

q2 · i? · causal · r1

Quasi-experimental classroom study with three experimental and three control classes of 20 students each, analyzed with a t-test. The article reports "Tcount = 14.68 > Ttable = 2.02" at α 0.05 with df 38, concluding multimedia was more effective than conventional media. No effect size is printed.

"The findings st ates that the Tcount = 14.68 > Ttable = 2.02 in α significance 0.05 and degree of freedom 38. It means that, multimedia aplication is effective than conventinal media."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Interactive multimedia materials using Wondershare Quizcreator produced significantly higher posttest listening scores than audio materials in a quasi-experiment with 72 undergraduates — related
• Students taught with computer-based multimedia presentation significantly outperformed students taught by the conventional method on the post-test — related
• Percentage scores on all eight tested communicative skills were higher after the Interactive Multimedia Package than after conventional method — 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
• Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — related
• Experimental and control groups did not differ significantly on the listening pretest — related