The two groups did not differ significantly in listening ability at pretest, supporting group homogeneity¶
Claim · All claims
Evidence · 1 study · causalr1·q2
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.
q2 i? An independent-samples t-test on pretest listening scores found no significant difference between the groups (p = .68). → Shiri 2015
Evidence¶
Shiri 2015¶
Saeed Shiri. (2015). The Application of Podcasting as a Motivational Strategy to Iranian EFL Learners of English: A View toward Listening Comprehension. Advances in Language and Literary Studies, 6(3). http://dx.doi.org/10.7575/aiac.alls.v.6n.3p.155
q2 · i? · causal · r1
Independent-samples t-test (SPSS 13) on pretest listening scores of the experimental (n = 18) and control (n = 16) groups, after Kolmogorov-Smirnov normality checking (p = .56). Equivalence was not tested beyond this non-significant comparison.
"As seen in Table above (3.3), the p is .68 which is greater than .05. This reveals that there is no significant difference between the means."
Discussion¶
Related Claims¶
- Using podcasts as a motivational teaching strategy significantly increased Iranian EFL learners' motivation for listening (ELCMS) — related
- The experimental and control classes did not differ significantly on the listening pre-test — possibly the same claim (merge candidate)
- The two groups did not differ significantly in writing quality before the treatment — related
- The mock-test and conventional-instruction groups did not differ significantly on the pretest before the intervention — related
- The control and experimental groups did not differ significantly on the pre-test — related
- Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
- Chatbot and search engine classes showed no significant baseline differences in science learning ability and knowledge before the intervention — related
- Before implementation, treatment students performed significantly below control students on the standardized reading test — related
- The control and experimental groups showed no significant difference in vocabulary knowledge at pre-test — related
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