Students receiving traditional lectures showed no significant pre-post change in overall attitudes to learning English¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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.
q2 i? The Control group's overall paired pre-post difference did not reach significance (t = -.592, p = .560). → Chiu 2014
Evidence¶
Chiu 2014¶
Fu-Yuan Chiu. (2014). The Application of a Cloud-Based Student, Teacher, and Parent Platform in English as a Foreign Language Education. The Turkish Online Journal of Educational Technology, 13(3), 178-187. https://eric.ed.gov/?id=EJ1034232
q2 · i? · causal · r1
Paired samples t-test for the Control group of 24 students receiving traditional lectures with a projector and the textbook's multimedia compact disc. Table 4 reports total mean difference .063, t-statistic -.592, p-value .560.
"The statistical results indicated that the differences in the pre and posttests regarding the overall attitudes to learning English of the 24 students in the Control group did not reach the level of significance."
Discussion¶
Related Claims¶
- Students using the CSTPP in class without parental participation showed no significant pre-post change in overall attitudes to learning English — related
- Control-group LD students taught by traditional lecture show no significant pre-test to post-test difference — related
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