The experimental and control classes did not differ significantly on the listening pre-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An Independent-Samples T-test found no significant difference between the two classes' pre-test means (P=0.942), indicating similar initial listening ability. → Xingbin Tian & Suksan Suppasetseree 2013

Evidence¶

Xingbin Tian & Suksan Suppasetseree 2013¶

Xingbin Tian & Suksan Suppasetseree. (2013). Development of an Instructional Model for Online Task-Based Interactive Listening for EFL Learners. English Language Teaching, 6(3). https://doi.org/10.5539/elt.v6n3p30

q3 · i? · causal · r1

Independent-Samples T-test on pre-test means of the two intact classes (46 students each): experimental 57.30 (SD=8.897), control 57.17 (SD=8.16). No significant difference; equivalence was not formally tested beyond this comparison.

"Clearly, no significant differences were found between the average score of two classe s’ pre-test (P=0.942, P≤0.05), according to I ndependent-Samples T-test analysis of SPSS."

Discussion¶

Related Claims¶

• The experimental class taught with OTIL lessons in Moodle scored significantly higher on the listening post-test than the control class — related
• Experimental and control groups did not differ significantly in listening comprehension achievement before the intervention — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
• The two groups did not differ significantly in listening ability at pretest, supporting group homogeneity — possibly the same claim (merge candidate)