Unsupported low-achieving students showed only a slight achievement increase (d = 0.19) under traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i0 negligible
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The not-supported control group's pretest-posttest gain was statistically significant but negligible in magnitude, with a printed effect size of d = 0.19. → Sarı et al. 2017

Evidence¶

Sarı et al. 2017¶

İrfan Sarı, Nadir Çeliköz, Süleyman Ünal. (2017). The Effect of Peer Support on University Level Students’ English Language Achievements. Journal of Education and Practice, Vol.8, No.1. https://eric.ed.gov/?id=EJ1131776

q3 · i0 · causal · r1

Paired T-test for the unsuccessful control group: pretest M = 41.41, posttest M = 43.02, t = -2.76, df = 199, p = .006, n = 200. The article prints d = 0.19 and characterizes it as a "slight increase" per Green and Salkind (2005).

"the d of the supported group is 0,59 which i s at the acceptable level but 0,19 (slight increase) for the not supported group (Green and Salkind, 2005)."

Discussion¶

Related Claims¶

• The control group's grammar scores also rose significantly from pretest to posttest under traditional instruction — related
• Control group showed only slight speaking gains from pre-test to post-test — related
• The lecture-based control group showed no significant achievement change over the three-week period — reports the opposite
• Peer-supported low-achieving university students significantly outperformed unsupported controls on English posttest scores after a 15-week LTA program — related