Students taught the Probability Approach improved conditional-sentence quiz scores about 6 points more than controls¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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? Students who received a 30-minute lecture on the Probability Approach showed greater improvement from quiz I to quiz II than students who did not receive the lecture. → Wu 2012
Evidence¶
Wu 2012¶
Mei Wu. (2012). The Probability Approach to English If-conditional Sentences. English Language Teaching, 5(5). https://doi.org/10.5539/elt.v5n5p37
q2 · i? · causal · r1
Controlled experiment with 65 freshman English majors in Sichuan; experimental class (N=33) received a 30-minute lecture, control class (N=32) did not. The lecture group "increased their scores by 30.36 points" versus 24.81 for controls, a 6-point difference attributed to the approach.
"research subjects who didn't receive the lecture increased their scores by 24.81 points (from a mean score of 59.19 to a mean score of 84), and those who received the lecture increased their scores by 30.36 points"
Discussion¶
Related Claims¶
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.