The Smartboard-taught experimental group showed a significant within-group increase in motivation from pre- to post-treatment¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean rose significantly from 3.30 pre-treatment to 3.64 post-treatment (p=0.03). → Ahmad 2017

Evidence¶

Ahmad 2017¶

Ahmad, W., Ali, Z., Sipra, M. A., & Taj, I. H. (2017). The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University. Advances in Language and Literary Studies, 8(3). https://doi.org/10.7575/aiac.alls.v.8n.3p.172

q2 · i? · causal · r2

Within-group t-test comparing the experimental group's pre- and post-treatment questionnaire responses after seven weeks of Smartboard instruction; the article reports the post-treatment mean "(3.64) is higher" and the difference significant at .05 level.

"The mean score of the experimental group on the post-treatment questionnaire responses (3.64) is higher than the mean score of the same group on pre-treatment questionnaire responses (3.30). The difference is significant at .05 level (p=0.03<0.05)"

Discussion¶

Related Claims¶

• Seven weeks of Smartboard instruction produced significantly higher post-treatment motivation than traditional whiteboard instruction in Saudi preparatory-year EFL learners — related
• Smartboard teaching raised overall motivation, integrative orientation, instrumental orientation and linguistic self-confidence, but not self-efficacy beliefs or ought-to L2 self — related
• The experimental group's distribution across motivational levels shifted toward higher levels from pre-test to post-test while the control group's did not — related