Primary-grade students taught perfectionism concepts through cartoon analysis and production scored significantly higher on a posttest than students taught through bibliotherapy¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 First- through third-grade students in the cartoon condition supplied significantly more correct posttest responses than the bibliotherapy control group, with a medium effect size (Cohen's d = 0.5). → Zousel 2013

Evidence¶

Zousel 2013¶

Zousel, M. L., Rule, A. C., & Logan, S. R. (2013). Teaching Primary Grade Students Perfectionism through Cartoons Compared to Bibliotherapy. International Electronic Journal of Elementary Education, 5(2), 199-218. www.iejee.com. https://eric.ed.gov/?id=EJ1070469

q2 · i1 · causal · r2

Pretest-posttest experimental group-control group study of 46 primary students in three grades at one suburban Iowa school, with intact classes randomly assigned to conditions. The experimental cartoon group scored significantly higher on the posttest (p = 0.02), and "The effect size, Cohen's d, was 0.5 indicating a medium effect size".

"However, students in the experimental condition supplied significantly more correct responses on the posttest than those in the control condition. A t -test was c onducted to determine if the higher posttest score for the experimental group were statistically significant. The p-value was 0.02"

Discussion¶

Related Claims¶

• Student-completed cartoons served as evidence that students in the cartoon condition understood the perfectionism concepts taught — related
• Teacher observations indicated sustained engagement in cartoon lessons versus diminishing excitement and reported boredom in bibliotherapy lessons — related
• Students rated the cartoon condition as more enjoyable than bibliotherapy, though the difference was significant only at the alpha = 0.10 level — related
• Concept cartoon© teaching produced a statistically significant posttest score advantage over traditional teaching in fourth-grade science — a broader claim this one bears on