BA, MA and PhD teachers do not differ significantly in awareness of a critical approach to EFL classroom content¶
Claim · All claims
Evidence · 1 study · associationalr1·q3·i0negligible
Currency · newest study 2015 · 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.
q3 i? On Factor 3 (a critical approach to EFL classroom content), the degree groups did not differ significantly, despite PhD teachers descriptively highest (M = 4.92). → Mahmoodarabi 2015
Evidence¶
Mahmoodarabi 2015¶
Mahmoodarabi, M., & Khodabakhsh, M. R. (2015). Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p100
q3 · i0 · associational · r1
Null result from the between-subjects ANOVA on Factor 3 among the 403 respondents: "F (2, 400) = 1.40, P > .05". Descriptive means were PhD 4.92, BA 4.72, MA 4.68, but no test reached significance; equivalence was not tested.
"Based on the results displayed in table 3 (F (2, 400) = 1.40, P > .05, Partial η2 = .007 representing a weak effect size), it can be concluded that there were not any significant differences between the BA, MA and PhD teachers' awareness of the third factor of critical pedagogy."
Discussion¶
Related Claims¶
- Teaching experience is significantly and positively related to Iranian EFL teachers' awareness of all four critical pedagogy factors — related
- Physical education teachers studying in a graduate program endorse progressivism, perennialism and essentialism more than teachers with an undergraduate degree — related
- Iranian EFL teachers' awareness of critical pedagogy differs significantly across academic degrees, with PhD holders most aware — a broader claim this one bears on
- PhD teachers show significantly higher awareness than MA teachers of incorporating dialogue and learners' real life into second language instruction — related
- PhD teachers show significantly higher awareness than both MA and BA teachers of liberatory autonomy — related
- PhD teachers show significantly higher awareness than BA teachers of decision making through negotiation — related
- Secondary school teachers in 1980s China had low formal English qualifications — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-degree-difference-critical-approach-content |
title |
BA, MA and PhD teachers do not differ significantly in awareness of a critical approach to EFL classroom content |
description |
BA, MA and PhD teachers do not differ significantly in awareness of a critical approach to EFL classroom content |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mahmoodarabi-2015 |
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