Teacher-observed negative emotions do not differ significantly between smartphone and paper-based activity groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Although more control-group students displayed negative emotions across the two weeks, the difference between groups was not statistically significant, indicating only a tendency. → Pir Suhail Ahmed Sarhandi 2017

Evidence¶

Pir Suhail Ahmed Sarhandi 2017¶

Pir Suhail Ahmed Sarhandi, Ayman Bajnaid & Tariq Elyas. (2017). Impact of Smartphone Based Activities on EFL Students' Engagement. English Language Teaching, 10(6). https://doi.org/10.5539/elt.v10n6p103

q3 · i? · causal · r2

Teachers rated displayed negative emotions on a Likert scale after each treatment session (n= 38). Fisher's exact test was "not statistically significant (n= 38), p= 0.099"; the article calls the control-group elevation "just a tendency". Equivalence was not tested.

"Figure 3 shows that a greater number of students displayed negative emotions in the control group over the course of the two weeks, however, a Fisher's exact test revealed that the differen ce between the two groups was not statistically significant (n= 38), p= 0.099, which indicates that the elevated number of student's exhibiting negative emotions in the control group was just a tendency."

Discussion¶

Related Claims¶

• Students completing smartphone activities show significantly less distraction than students doing identical paper-based activities — related
• EFL students using smartphones initiate classroom activities significantly faster than peers doing identical paper-based activities — related