Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

Table 3 Independent Samples Test of Academic Achievement on the Pretest

		Levene’s Test for Equality of Variances		t-test for Equality of Means
		F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	95% Confidence Interval of the Difference
		F	Sig.	t	df	Sig. (2-tailed)	Mean Difference	Std. Error Difference	Lower	Upper
Pretest Scores	Equal variances assumed	0.406	0.526	0.865	73	0.390	0.314	0.363	− 0.409	1.038
Pretest Scores	Equal variances not assumed			0.866	72.930	0.389	0.314	0.363	− 0.409	1.038

ISSN: 2050-7283