All three instruction groups (creative drama, computer-based, standard curriculum) showed statistically significant pre-test to post-test achievement gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired-sample t-tests found significant improvement in each group; the article reports each method was effective on learning. → Özek 2016

Evidence¶

Özek 2016¶

Müzeyyen Bulut Özek. (2016). The Effect of Creative Drama on Student Achievement in The Course of Information Technologies. Journal of Education and Training Studies, Vol. 4, No. 6. https://doi.org/10.11114/jets.v4i6.1370

q3 · i? · causal · r2

Paired-sample t-tests on the three groups (n = 31, 30, 28 as printed): control 32.16 to 40.9 (t = -13.27, p = .000), experimental 2 36.8 to 51.17 (t = -16.79, p = .000), experimental 1 35.68 to 66.93 (t = -14.23, p = .000). The article concludes "these three method was effective on learning".

"As shown in Table 2, a significant difference was found between the pre -test and post -test scores of groups."

Discussion¶

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