Iranian EFL teachers' awareness of critical pedagogy differs significantly across academic degrees, with PhD holders most aware¶

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? MANOVA revealed significant differences among BA, MA and PhD participants' awareness of the four critical pedagogy factors, with a weak effect size. → 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

Survey of 403 Iranian EFL teachers analyzed with MANOVA comparing BA, MA and PhD holders' awareness across the four questionnaire factors. The omnibus test was significant: "F (8, 796) = 2.20, P < .05, Partial η2 = .022 representing a weak effect size". The first null-hypothesis was rejected.

"Based on the results displayed in Table 2 (F (8, 796) = 2.20, P < .05, Partial η2 = .022 representing a weak effect size ), it can be concluded that there were significant differences between the means of the BA, MA and PhD participants' awareness of the four factors."

Discussion¶

Related Claims¶

• Teaching experience is significantly and positively related to Iranian EFL teachers' awareness of all four critical pedagogy factors — related
• Physical education teachers studying in a graduate program endorse progressivism, perennialism and essentialism more than teachers with an undergraduate degree — related
• BA, MA and PhD teachers do not differ significantly in awareness of a critical approach to EFL classroom content — a narrower finding that bears on this claim
• PhD teachers show significantly higher awareness than BA teachers of decision making through negotiation — a narrower finding that bears on this claim
• PhD teachers show significantly higher awareness than MA teachers of incorporating dialogue and learners' real life into second language instruction — a narrower finding that bears on this claim
• PhD teachers show significantly higher awareness than both MA and BA teachers of liberatory autonomy — a narrower finding that bears on this claim