Both groups improved vocabulary retention from pre-test to post-test, with a larger gain in the PowerPoint group¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1·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? The control group's vocabulary retention improved significantly from pre-test to post-test. → Nam and Trinh 2012
q2 i? The experimental group's vocabulary retention improved significantly from pre-test to post-test. → Nam and Trinh 2012 (2)
Evidence¶
Nam and Trinh 2012¶
Ta Thanh Nam & Lap Q. Trinh. (2012). PowerPoint as a potential tool to learners' vocabulary retention: Empirical evidences from a Vietnamese secondary education setting. li-manager's Journal of English Language Teaching, Vol. 2 No. 4, October - December. https://eric.ed.gov/?id=EJ1070209
q2 · i? · causal · r1
Paired-samples t-test within the control group (n = 34) comparing pre-test (M = 6.82) and post-test (M = 7.53) vocabulary retention; the article reports the mean difference was "statistically significant".
"Besides, this mean difference (MD = -0.71) was statistically significant (t = -3.35, df = 33, p = .002)."
Nam and Trinh 2012 (2)¶
Ta Thanh Nam & Lap Q. Trinh. (2012). PowerPoint as a potential tool to learners' vocabulary retention: Empirical evidences from a Vietnamese secondary education setting. li-manager's Journal of English Language Teaching, Vol. 2 No. 4, October - December. https://eric.ed.gov/?id=EJ1070209
q2 · i? · causal · r1
Paired-samples t-test within the experimental group (n = 34) comparing pre-test (M = 6.87) and post-test (M = 8.92) vocabulary retention; the article reports the mean difference was "statistically significant".
"In addition, the Paired Samples T-Test gives statistical evidences that this mean difference (MD = -2.05) was statistically significant (t = -14.31, df = 33, p = .00)."
Discussion¶
Related Claims¶
- Grade-10 EFL students taught vocabulary with PowerPoint-enhanced lessons retained more vocabulary than students in traditional lessons — related
- Within-group score changes across pre-test, post-test and retention test were significant in both pretested groups, with larger variance explained in the experimental group — related
- Raw post-test descriptive means rose for the PowerPoint group (59.9 to 68.4) but stayed flat for the control group (58.45 to 58.1) — reports the opposite
- Within the experimental group, achievement rose significantly from pre-test to post-test, while the control group's gain was not statistically significant — reports the opposite
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