Supporting traditional instruction with WhatsApp information messages produces significantly greater achievement gains than traditional instruction alone in 10th-grade literature¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The interaction between learning environment and pretest-posttest measurement on success is significant, with the WhatsApp-supported environment more effective (F(1-58)=90.14, p<.001). → Cetinkaya 2017

Evidence¶

Cetinkaya 2017¶

Levent Cetinkaya. (2017). The Impact of Whatsapp Use on Success in Education Process. International Review of Research in Open and Distributed Learning, 18(7). https://eric.ed.gov/?id=EJ1163183

q2 · i? · causal · r2

Quasi-experimental pretest-posttest control group study with 60 10th-grade students (30 per group); two-factor variance analysis for mixed measurements. Experimental posttest mean was 19.63 (S=4.41) versus control 11.57 (S=3.41), from pretest means of 3.60 and 3.83; the "common effect" of environment and repeated measures was significant.

"the common effect of being in a different environment and the factors of repeated measures on success is significant (F(1-58)=90.14, p<.001). This finding shows that both learning environments have different effects on increasing the success of students."

Discussion¶

Related Claims¶

• Student success scores increased in both the traditional and the WhatsApp-supported environments — related
• Students reported that learning took place unconsciously from following WhatsApp messages without deliberate revision — related
• Students reported that information messages sent with supportive images increased their interest and helped recall — related
• Learners taught 40 figurative idioms via WhatsApp MMS messages scored significantly higher on the posttest than learners taught with traditional paper-based activities — related
• Chinese EFL students learning vocabulary via daily SMS messages outperformed a paper-based self-regulated group on the immediate posttest after a three-week intervention — related
• The experimental group learning idioms via the mobile application outside classroom hours achieved significant within-group gains — related
• The systematically designed learning environment did not produce a significantly greater pretest–posttest improvement in domain-general CT than regular instruction — related