PhD teachers show significantly higher awareness than BA teachers of decision making through negotiation¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q3 i? On Factor 4 (decision making through negotiation), PhD teachers (M = 5.13) significantly outscored BA teachers (M = 4.70), but not MA teachers. → Mahmoodarabi 2015

Evidence¶

Mahmoodarabi 2015¶

Mahmoodarabi, M., & Khodabakhsh, M. R. (2015). Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees. English Language Teaching, 8(6). https://doi.org/10.5539/elt.v8n6p100

q3 · i1 · associational · r1

Between-subjects ANOVA on Factor 4 among the 403 respondents. Scheffe tests showed PhD teachers (M = 5.13) significantly higher than BA teachers (M = 4.70) (MD = .42, P < .05); PhD–MA and BA–MA differences were not significant.

"Based on the results displayed in table 3 (F (2, 400) = 4.31, P < .05, Partial η2 = .021 representing a weak effect size), it can be concluded that there were significant differences between the BA, MA and PhD teachers' awareness of the fourth factor of critical pedagogy."

Discussion¶

Related Claims¶

• Teaching experience is significantly and positively related to Iranian EFL teachers' awareness of all four critical pedagogy factors — related
• BA, MA and PhD teachers do not differ significantly in awareness of a critical approach to EFL classroom content — related
• Iranian EFL teachers' awareness of critical pedagogy differs significantly across academic degrees, with PhD holders most aware — a broader claim this one bears on
• PhD teachers show significantly higher awareness than both MA and BA teachers of liberatory autonomy — related
• PhD teachers show significantly higher awareness than MA teachers of incorporating dialogue and learners' real life into second language instruction — related