Claims

Synectics-based teaching produces significantly higher retention of indirectly learned vocabulary than the direct method

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2017 · 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.

q3 i3 Experimental groups scored significantly higher than control groups on the retention test of indirectly learned words (t=9.93, p<.00, d=2.19). → Bahadır ERİŞTİ – Mustafa POLAT 2017

Evidence

Bahadır ERİŞTİ – Mustafa POLAT 2017

Bahadır ERİŞTİ – Mustafa POLAT. (2017). THE EFFECTIVENESS OF SYNECTICS INSTRUCTIONAL MODEL ON FOREIGN LANGUAGE VOCABULARY TEACHING. International Journal of Languages’ Education and Teaching, Volume 5, Issue 2. https://doi.org/10.18298/ijlet.1753

q3 · i3 · causal · r2

Retention test of indirectly learned words administered five weeks after the posttest in the four-group experiment. The article reports means of 80.26 vs 55.25 and effect size d=2.19, described as a very significant effect in favor of the experimental groups.

"the mean of the experimental groups is ( =80.26) and the mean of the control groups is ( =55.25). An independent t -test shows that the difference between the means of the groups is statistically significant in favor of the experimental groups (t=9.93, p<.00)."

Discussion

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