Co-taught and single-taught groups were statistically equivalent in general English proficiency before treatment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: local conditions change quickly

Subclaims¶

q2 i? A pretest proficiency t test showed no significant difference between the control and experimental groups in general knowledge of English, supporting group homogeneity. → Mohammad Aliakbari and Ali Mansouri Nejad 2013

Evidence¶

Mohammad Aliakbari and Ali Mansouri Nejad 2013¶

Mohammad Aliakbari and Ali Mansouri Nejad. (2013). On the Effectiveness of Team Teaching in Promoting Learners' Grammatical Proficiency. Canadian Journal of Education / Revue canadienne de l'éducation 36:3. https://eric.ed.gov/?id=EJ1057969

q2 · i? · causal · r1

Pretest analysis of the same quasi-experimental study: a textbook-based proficiency pretest covering first-term material was administered to both classes. Table 1 prints T 0.727, DF 57, Sig (2-tailed) 0.470, mean difference –.878; the raw-score range (20 – 7 = 13) was also cited as indicating homogeneous competence. No effect size was reported.

"Since the t observed (f = .727) is not significant at p < .05, it can be safely claimed that there was no significant difference between the control and experimental groups with regard to the general knowledge of English."

Discussion¶

Related Claims¶

• The four groups were homogeneous in general English proficiency before treatment (placement-test ANOVA sig .881) — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
• The experimental and control groups were homogeneous in English proficiency before the intervention — related