Traditional classroom listening instruction produced significantly higher post-test achievement than online learning after one month¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After one month of instruction, the traditional classroom control group scored significantly higher on the listening post-test than the online learning experimental group. → Hassan et al. 2014

Evidence¶

Hassan et al. 2014¶

Aminuddin Hassan, Norhasni Zainal Abiddin & Sim Kuan Yew. (2014). The Philosophy of Learning and Listening in Traditional Classroom and Online Learning Approaches. Higher Education Studies, 4(2). https://doi.org/10.5539/hes.v4n2p19

q2 · i? · causal · r1

Quasi-experiment with 44 Syariah and Law Faculty students (22 control, 22 experimental) taught listening for one month; post-test means were 74.55 for the experimental online group and 79.55 for the control group, a difference of 5.00. The article reports "a significance difference between traditional and online learning" favouring the control group.

"The independent T-test revealed that there is a significance difference between traditional and online learning as t (42) -2.156, p < .05. Since sig - t (.037) is lower than α at.05 level of significance we reject the null hypotheses."

Discussion¶

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