Inductive and deductive groups were statistically equivalent on grammar pre-tests at both university and elementary levels before the experiment¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At university level the pre-test difference between the inductive and deductive groups was not statistically significant (T = .189, Sig. .851). → Alzu'bi 2015 q2 i? At elementary level the pre-test difference between the inductive and deductive groups was not statistically significant (T = -.328, Sig. .744). → Alzu'bi 2015 (2)

Evidence¶

Alzu'bi 2015¶

Mohammad Akram Alzu'bi. (2015). Effectiveness of Inductive and Deductive Methods in Teaching Grammar. Advances in Language and Literary Studies, 6(2). https://doi.org/10.7575/aiac.alls.v.6n.2p.187

q2 · i? · causal · r2

Pre-test t-test on the two university sections (n = 21 each): inductive mean 30.24 (SD 10.990) versus deductive mean 29.62 (SD 10.244), Sig. .851. The article reports the groups as "equivalent"; equivalence beyond the non-significant test was not tested.

"It indicates that the T value of grammar was.189. Thus, it is not statistically significant at (α≤0, 09) and both groups are equivalent."

Alzu'bi 2015 (2)¶

Mohammad Akram Alzu'bi. (2015). Effectiveness of Inductive and Deductive Methods in Teaching Grammar. Advances in Language and Literary Studies, 6(2). https://doi.org/10.7575/aiac.alls.v.6n.2p.187

q2 · i? · causal · r1

Pre-test t-test on the two elementary sections (n = 20 each): inductive mean 29.55 (SD 9.654) versus deductive mean 30.60 (SD 10.545), Sig. .744. The article reports the groups as "equivalent"; equivalence beyond the non-significant test was not tested.

"It indicates that the T value of grammar was -.328. Thus, it is not statistically significant at (α≤0, 09) and both groups are equivalent."

Discussion¶

Related Claims¶

• Inductive grammar teaching produced significantly higher post-test grammar achievement than deductive teaching among Jordanian elementary-stage EFL students — related
• Inductive grammar teaching produced significantly higher post-test grammar achievement than deductive teaching among Jordanian university EFL students — related
• The experimental and control groups did not differ in motivation or grammar at pretest — possibly the same claim (merge candidate)
• The review concludes the inductive method has proved effective for grammar teaching in most reviewed university- and school-level cases, whereas the deductive method has not — a broader claim this one bears on