Traditional vocabulary teaching produced no statistically significant pretest-to-posttest gain in the control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's pretest-to-posttest progress was not statistically significant; the third null hypothesis was supported. → Komachali and Khodareza 2012

Evidence¶

Komachali and Khodareza 2012¶

Maryam Eslahcar Komachali, Mohammadreza Khodareza. (2012). The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students' Vocabulary Knowledge. International Education Studies, 5(3). https://doi.org/10.5539/ies.v5n3p134

q2 · i? · causal · r2

Paired-samples t-test of the control group's (n = 25) pretest and posttest scores under traditional instruction (synonyms, definitions, mini contexts); the article reports observed t less than critical, so "the third null hypothesis was supported". Equivalence was not tested; no effect size is printed.

"It is clear in Table 4 there is a little progress between the performances of the control group from pretest to posttest. The t observed is less than the t critical and it was concluded that the third null hypothesis was supported."

Discussion¶

Related Claims¶

• The CL class improved significantly from pretest to posttest while the traditional-taught class did not — possibly the same claim (merge candidate)
• Both experimental and control groups improved significantly from pretest to posttest over the four-month period — reports the opposite
• The experimental group showed a statistically significant vocabulary gain from pretest to posttest under the flash card treatment — related
• Explicit instruction alone produced no statistically significant pretest-to-posttest gain in conditional sentences (p=.18) — related
• The control group, continuing the regular preschool program, also showed significant pretest-to-posttest vocabulary gains — reports the opposite