Experimental and control groups showed no significant difference in pre-test vocabulary scores, supporting group equivalence at baseline¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pre-test scores did not differ significantly between groups (t(98)=-.495, p>0.05), indicating comparable starting proficiency. → Kabooha and Elyas 2018

Evidence¶

Kabooha and Elyas 2018¶

Raniah Kabooha & Tariq Elyas. (2018). The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers. English Language Teaching, 11(2). https://doi.org/10.5539/elt.v11n2p72

q3 · i? · causal · r2

Independent-sample t-test on pre-test Vocabulary Knowledge Scale scores before the module began, establishing that 'both groups were at the same level of proficiency before the module began'. No effect size is printed; equivalence was not formally tested beyond the non-significant t-test.

"there was no significant difference (t (98) = -.495, p > 0.05) between the pre-test scores of the experimental group (M=22.6, SD=7.5) and the pre-test scores of the control group (M=23.4, SD=8.3)"

Discussion¶

Related Claims¶

• The control and experimental groups showed no significant difference in vocabulary knowledge at pre-test — possibly the same claim (merge candidate)
• The treatment and control groups had equivalent vocabulary sizes at pre-test — possibly the same claim (merge candidate)
• Experimental and control groups were equivalent in vocabulary before the glossing treatment — possibly the same claim (merge candidate)
• The flipped and control groups did not differ significantly on pre-test achievement scores — related
• Experimental and control groups were homogeneous in idiom knowledge before treatment — related
• The two groups did not differ significantly in listening ability at pretest, supporting group homogeneity — related