Claims

Only the smallest class differs significantly from the other two; classes of 10 and 15 do not differ significantly

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2012 · 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? Post-hoc Tukey comparisons showed class A (5 students) differed significantly from classes B and C, while class B (10 students) and class C (15 students) did not differ significantly from each other. → Zeinab Moradi Khazaei 2012

Evidence

Zeinab Moradi Khazaei 2012

Zeinab Moradi Khazaei, Ahmad Moin Zadeh & Saeed Ketabi. (2012). Willingness to Communicate in Iranian EFL Learners: The Effect of Class Size. English Language Teaching, 5(11). https://doi.org/10.5539/elt.v5n11p181

q2 · i? · associational · r1

Post-hoc Tukey tests following the one-way ANOVA compared the three class sizes; the smallest class differed significantly from both larger classes, but the 10- and 15-student classes did not differ significantly from each other. No effect size is printed.

"Post-hoc comparison using the Tukey test indicated that the mean score for class A was significantly different from class B and class C; however, Class B and class C did not differ significantly from each other."

Discussion

Page metadata
Field Value
type claim
id tukey-smallest-class-differs-only
title Only the smallest class differs significantly from the other two; classes of 10 and 15 do not differ significantly
description Only the smallest class differs significantly from the other two; classes of 10 and 15 do not differ significantly
status review
evidence_strength weak
newest_evidence 2012
generated by process:wiki-ingest on 2026-09-27
trust unverified — no one has confirmed this page's content
sources 1 — zeinab-moradi-khazaei-2012

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