The PBL advantage over the conventional method held for modules with more adjectives but not for the noun-heavy modules 3 and 5 on recall¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · 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.
q3 i? Post-test differences between groups were significant in modules 1, 2 and 4 but not in modules 3 and 5, which the authors attribute to those modules containing more nouns than adjectives. → Shafaei 2015
Evidence¶
Shafaei 2015¶
Shafaei, A., & Abdul Rahim, H. (2015). Does project-based learning enhance Iranian EFL learners' vocabulary recall and retention? Iranian Journal of Language Teaching Research, 3(2), 83-99. https://www.urmia.ac.ir/ijltr
q3 · i? · causal · r1
Independent-sample t-tests per module (SPSS 13.0) compared post-test scores; the article reports significance at the 99% level in modules 1, 2 and 4 and non-significance in modules 3 and 5, offering the noun/adjective composition as a possible explanation.
"The t-test reveals that experimental group had a significantly higher post-test score in modules 1, 2 and 4 at a confidence level of 99 % while the difference in post -test scores is not significant in modules 3 and 5. This is perhaps because the stimulus items in modules 3 and 5 comprise more nouns than adjectives."
Discussion¶
Related Claims¶
- The authors interpret the PBL group's better retention of later-module (harder) items as evidence that authentic learning environments aid difficult vocabulary — related
- PBL-taught Iranian EFL learners achieved significantly higher vocabulary recall (total post-test) than conventionally taught learners — a broader claim this one bears on
- PBL-taught learners showed significantly higher vocabulary retention on delayed post-tests in all modules except module 3 — related
- PBL shows no statistically significant advantage over conventional learning for critical thinking/knowledge in first-year medical students (p = 0.29) — related
- Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — related
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