The speaking-skill advantage of multimedia modular instruction is retained at delayed post-test.¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · 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? The experimental group maintained significantly higher speaking-skill scores than the control group on a delayed post-test administered 20 days after instruction. → Jose 2012
Evidence¶
Jose 2012¶
Jose, G. R., & Dharma Raja, B. W. (2012). Multimedia Modular Approach for Augmenting the Speaking Skill of the Student-Teachers. i-manager's Journal of English Language Teaching, 2(4). https://eric.ed.gov/?id=EJ1070215
q2 · i? · causal · r2
A delayed post-test was conducted 20 days after the post-test to assess retention of learning. The experimental group's mean delayed post-test score remained significantly higher than the control group's, indicating that the multimedia modular approach supported better retention of speaking-skill learning.
"In the Table 5, since p value is less than 0.01 in the speaking, the null hypothesis not accepted at 1% level of significance. Hence, it is concluded that there is significant difference in the delayed posttest scores of speaking skill between the control and the experimental groups."
Discussion¶
Related Claims¶
- Multimedia modular instruction produces significantly higher speaking-skill post-test scores than traditional method among student-teachers. — related
- ANCOVA confirms the multimedia group's speaking-skill advantage after adjusting for pre-test differences. — related
- The explanation assisted REACT group retains its advantage on a delayed test nine weeks after the intervention despite score decline — a broader claim this one bears on
- Delayed-posttest retention scores did not significantly differ by digital storytelling, though experimental-group means were higher — related
- The formative-assessment-embedded group retained higher NOS and SK scores than the control group on a retention test four weeks after the intervention — a broader claim this one bears on
- Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — a broader claim this one bears on
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