Low-proficiency learners showed the largest creative thinking gains under virtual learning instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The major difference was the performance of the low VLI group, indicating a positive effect of VLI on low-proficiency learners. → Soheila Shafiee Varzaneh & Roya Baharlooie 2015

Evidence¶

Soheila Shafiee Varzaneh & Roya Baharlooie 2015¶

Soheila Shafiee Varzaneh & Roya Baharlooie. (2015). The Effect of Virtual vs. Traditional Classroom Instruction on Creative Thinking of Iranian High School EFL Learners. English Language Teaching, 8(5). https://doi.org/10.5539/elt.v8n5p177

q2 · i? · causal · r1

Comparison of low-proficiency subgroups (n = 30 per condition) in the same quasi-experiment; the low VLI posttest creativity mean was 91.10 (SD = 9.35) versus 52.65 (SD = 3.85) for low TCI, described as the "major difference" across proficiency levels.

"The major difference was related to the performance of low VLI in pre- and post-test, which indicates that the application of VLI had a real positive effect on this group."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Virtual learning instruction produced significantly greater creative thinking gains than traditional classroom instruction in Iranian female EFL learners — a broader claim this one bears on
• Both high and low proficiency VLI subgroups outperformed their TCI counterparts in posttest creative thinking — related
• VLI and TCI groups did not differ significantly in creative thinking before instruction — related
• ATI research using static aptitude measures has yielded remarkably sparse robust results — a broader claim this one bears on