Claims

Music-based song instruction improves Iranian children's stress pattern recognition more than teacher-read song instruction

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · 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 scored significantly higher than the control group on the stress pattern posttest (t28 = 7.164, p = .000). → Fereshteh Moradi & Mohsen Shahrokhi 2014

Evidence

Fereshteh Moradi & Mohsen Shahrokhi 2014

Fereshteh Moradi & Mohsen Shahrokhi. (2014). The Effect of Listening to Music on Iranian Children's Segmental and Suprasegmental Pronunciation. English Language Teaching, 7(6). https://doi.org/10.5539/elt.v7n6p128

q2 · i? · causal · r1

Independent-sample t-test on the stress recognition part of the posttest comparing the two groups of 15 learners each; the experimental group mean was 8.47 versus 5.13 in the control group, described as a "statistically significant amount".

"One can easily understand from Table 9 that the amount of t-observed (t28 = 7.164) is significant at the probability level of p = .000, which is a statistically significant amount."

Discussion

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