Before treatment, the cognition-based and objective-based groups did not differ significantly in speaking proficiency¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? An independent-samples t-test on pretest scores found no significant difference between the experimental (M=15.75) and control (M=15.66) groups. → Ansarian et al. 2016

Evidence¶

Ansarian et al. 2016¶

Loghman Ansarian, Ali Akbar Adlipour, Mehrnoush Akhavan Saber, Elmira Shafiei. (2016). The Impact of Problem-Based Learning on Iranian EFL Learners' Speaking Proficiency. Advances in Language and Literary Studies 7(3). https://doi.org/10.7575/aiac.alls.v.7n.3p.84

q3 · i? · causal · r1

Independent-samples t-test confirming pretest homogeneity of the two 24-participant groups selected within 1 SD of the mean on a second IELTS speaking test; t(46)=-.24, p=.81. Equivalence was not framed as tested beyond this check.

"There was no significant difference in scores for experimental (M= 15.75, SD= 1.15) and control group [M=15.66, SD= 1.23; t (46) = -.24, p=.81> .05], that is, both groups were homogeneous."

Discussion¶

Related Claims¶

• Tutored problem-based learning through cognition-based tasks significantly increased Iranian intermediate EFL learners' speaking proficiency from pretest to posttest — related
• The experimental and control groups were statistically homogeneous in speaking ability before the treatment — possibly the same claim (merge candidate)