Average and low achievers taught with the structural method outperformed their counterparts taught with the contextual method on the posttest¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Average achievers in the structural group (M = 73.16) scored significantly higher than average achievers in the contextual group (M = 57.16), t(22) = 7.17, p = .000. → Malik Behlol & Mohammad Munir Kaini 2011 q3 i? Low achievers in the structural group (M = 57.6) scored significantly higher than low achievers in the contextual group (M = 39.8), t(18) = 8.77, p = .000. → Malik Behlol & Mohammad Munir Kaini 2011 (2)

Evidence¶

Malik Behlol & Mohammad Munir Kaini 2011¶

Malik Behlol & Mohammad Munir Kaini. (2011). Comparative Effectiveness of Contextual and Structural Method of Teaching Vocabulary. English Language Teaching, 4(1). http://www.ccsenet.org/elt

q3 · i? · causal · r1

Posttest comparison of average-achiever subgroups (12 per group) in the matched-groups experiment; means were "57.16 and 73.16" for contextual and structural groups, p = .000 reported as significant.

"the average achievers were 57.16 and 73.16"

Malik Behlol & Mohammad Munir Kaini 2011 (2)¶

Malik Behlol & Mohammad Munir Kaini. (2011). Comparative Effectiveness of Contextual and Structural Method of Teaching Vocabulary. English Language Teaching, 4(1). http://www.ccsenet.org/elt

q3 · i? · causal · r1

Posttest comparison of low-achiever subgroups (10 per group); means were "39.8 and 57.6 respectively" for contextual and structural groups, p = .000 reported as significant.

"the low achievers were 39.8 and 57.6 respectively"

Discussion¶

Related Claims¶

• High achievers taught with the contextual method outperformed high achievers taught with the structural method on the posttest — reports the opposite
• High, average and low achievers taught with SMTV each significantly outperformed their DMTV counterparts on the posttest — related
• High, average and low achievers taught with SMTV each significantly outperformed their DMTV counterparts on the retention test — related
• Ninth-grade students taught vocabulary with the structural method significantly outperformed students taught with the definitional method on the posttest — related
• The SMTV group significantly outperformed the DMTV group on the delayed retention test — related
• Students taught with the structural method of vocabulary teaching scored significantly higher than students taught with the contextual method on the posttest — a broader claim this one bears on