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 5 Independent Samples Test of Academic Achievement on the Posttest

		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
Posttest Scores	Equal variances assumed	36.002	0.000	8.155	73	0.000	7.00925	0.85951	5.29625	8.72224
Posttest Scores	Equal variances not assumed			8.239	47.140	0.000	7.00925	0.85072	5.29795	8.72055

ISSN: 2050-7283