The experimental group showed a statistically significant vocabulary gain from pretest to posttest under the flash card treatment¶

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 experimental group's pretest-to-posttest improvement was statistically significant (paired t = 18.751 vs critical 2.064). → 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 experimental group's (n = 25) pretest and posttest vocabulary scores after the VFC treatment; the article reports observed t 18.751 greater than critical 2.064, a "significant difference between the means of the two sets of scores". Descriptively, posttest mean 16.72 exceeded pretest mean 14.28. No effect size is printed.

"It is clear from Table 5.1 the observed t is 18.751 which was greater than the critical value 2.064, thus it was concluded that there is a significant difference between the means of the two sets of scores."

Discussion¶

Related Claims¶

• Iranian pre-university students taught vocabulary with flash cards significantly outperformed traditionally taught students on a vocabulary posttest — related
• Traditional vocabulary teaching produced no statistically significant pretest-to-posttest gain in the control group — related
• Both strategies produced gains in vocabulary knowledge over the course of the treatment — a broader claim this one bears on