Both high and low proficiency VLI subgroups outperformed their TCI counterparts in posttest creative thinking¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? High VLI significantly outperformed high TCI in posttest creativity. → Soheila Shafiee Varzaneh & Roya Baharlooie 2015 q2 i? Low VLI significantly outperformed low TCI in posttest creativity. → Soheila Shafiee Varzaneh & Roya Baharlooie 2015 (2)

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 · r2

Posttest comparison of high-proficiency subgroups (n = 30 each): high VLI creativity mean was 98.52 (SD = 9.60) versus 70.68 (SD = 4.60) for high TCI; the article states "high VLI significantly outperformed high TCI group in posttest."

"The comparison between these two groups shows high VLI significantly outperformed high TCI group in posttest."

Soheila Shafiee Varzaneh & Roya Baharlooie 2015 (2)¶

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 · r2

Posttest comparison of low-proficiency subgroups (n = 30 each): low VLI creativity mean was 91.10 (SD = 9.35) versus 52.65 (SD = 3.85) for low TCI, with paired t-test creativity difference of 37.49 reported in Table 10.

"As Table 9 shows the mean score of low VLI group in creativity was 91.10 (SD = 9.35) ranging from 76 to 108, the mean score of low VLI group in creativity was 52.65 (SD = 3.85) ranging from 46 to 62."

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
• Low-proficiency learners showed the largest creative thinking gains under virtual learning instruction — related
• VLI and TCI groups did not differ significantly in creative thinking before instruction — related