The complete sample showed a significant overall pre-to-post gain of about 16 points¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · 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? Across all 400 participants, post-test scores were significantly higher than pre-test scores (M = 17.74 vs M = 34.36; t399 = -35.422, sig. .001). → Iqbal 2018
Evidence¶
Iqbal 2018¶
Iqbal, M., & Rafi, M. S. (2018). A Comparative Study of English Language Teaching Practices at the Access Program and Public Schools. Bulletin of Education and Research, 40(3), 231-249. https://pu.edu.pk/journals/index.php/ber/
q2 · i? · causal · r1
Paired samples t test (Table 3) on the complete sample of 400 participants: M = 17.7338 vs M = 34.3633, t399 = -35.422, sig. .001; pre-post correlation .160. No effect size is printed.
"The result also shows that the result of post -test was 16 point higher than the scores of pre -test (9 5% CI [ -17.55, -15.71])."
Discussion¶
Related Claims¶
- Access Program students improved by about 24 points on the diagnostic test over one year — related
- Control-group students also improved significantly from pre-test to post-test under the 2018 Turkish Course Curriculum, gaining about 9 points — related
- Public school students improved by only about 8 points over the same year — related
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