A one-sided t-test found the difference in mean student responses between team-teaching and traditional teaching to be statistically significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A one-sided t-test on the seven mean response variables rejected the null hypothesis of no difference, concluding that experimental team teaching is more effective than the traditional mode. → Anani 2016

Evidence¶

Anani 2016¶

Anani, O. A., Badaki, J. V., & Kamai, R. (2016). Effects of Feedback Intervention on Team-teaching in English Language Classrooms in Nigeria. Journal of Education and Practice, 7(25), 27-38. https://journals.iiste.org/index.php/JEP/article/view/34512

q2 · i? · causal · r1

The article computes a standard deviation from the seven response variables and performs a one-sided t-test (calculated t = 5.797, critical value 1.943 at 5% confidence level with 6 degrees of freedom), reporting that "Since calculatedtabulated tt < , we conclude that the test statistic is significan t."

"Since calculatedtabulated tt < , we conclude that the test statistic is significan t. As a result, we reject the Null ( )oH hypothesis and accept the alternate hypothesis ( )IH .Thus; there is a significant evidence to suggest t hat experimental team teaching is more effective compared to traditional mode of teaching."

Discussion¶

Related Claims¶

• Portfolio assessment is followed by a statistically significant posttest difference in idiom knowledge between Iranian upper-intermediate EFL learners who kept portfolios and those who received traditional instruction — related
• The null hypothesis of no attitude difference between PI-taught and conventionally taught students was rejected — related
• Inquiry-based instruction produces higher argumentation skills than the subject matter approach in secondary agriscience students — related