PBL teaching did not significantly improve students' CET4 English scores compared with traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There was no significant difference in CET4 scores between groups or between pre-test and post-test in the experimental group. → Zhou 2018

Evidence¶

Zhou 2018¶

Zhen Zhou. (2018). An Empirical Study on the Influence of PBL Teaching Model on College Students’ Critical Thinking Ability. English Language Teaching, 11(4). https://doi.org/10.5539/elt.v11n4p15

q2 · i? · causal · r1

Paired samples T test of the experimental group's CET4 scores (Table 3), with post-test group comparison in Table 4 also non-significant. The article reports no significant difference; equivalence was not tested and no effect size is printed.

"However, there is no significant difference between pre-test and post-test of the experimental group in CET4 score, which shows that the experiment has not improved the English performance."

Discussion¶

Related Claims¶

• PBL teaching significantly improves the critical thinking temperament dimensions of analysis, openness and justice in English-major sophomores — related
• Traditional classroom teaching showed no significant improvement in students' critical thinking ability over the same period — related
• Project based learning produced higher post-test achievement than traditional teaching in the ratio, proportion and percentage unit — related
• The experimental group improved significantly from pre-test to post-test while the control group did not — related
• PBL and traditional teaching do not differ significantly in their effect on pre-service teachers’ critical thinking dispositions — related