The control group receiving textbook-only instruction showed no significant pre-to-post differences on any of the five writing aspects¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Paired t-tests on the control group's pre-test versus post-test scores indicated no significant differences on point of view (0.701), unity and coherence (0.832), development (0.747), organization (0.193), and thinking (0.652); the overall p-value was 0.565. → Al-Shaer 2014
Evidence¶
Al-Shaer 2014¶
Al-Shaer, Ibrahim M. R. Ph.D. (2014). Employing Concept Mapping as a Pre-writing Strategy to Help EFL Learners Better Generate Argumentative Compositions. International Journal for the Scholarship of Teaching and Learning. https://doi.org/10.20429/ijsotl.2014.080210
q3 · i? · causal · r2
Paired t-test reported in Table (4) for the 19-student control group, which received textbook instruction only. No effect size is printed for this null finding; equivalence was not tested.
"a paired t-test performed on the mean scores of the pre-test versus the post-test for the control group indicates no significant differences regarding the five aspects of essay writing: point of view (0.701), unity and coherence (0.832), development (0.747), organization (0.193), and thinking (0.652). The overall p-value was 0.565."
Discussion¶
Related Claims¶
- Paper-and-pencil concept mapping at the pre-writing stage significantly improved EFL students' argumentative essay performance across five writing aspects — a broader claim this one bears on
- Drama-based instruction improved Jordanian EFL eighth-grade students' overall writing performance more than traditional textbook-based instruction — related
- Drama-based instruction produced statistically significant gains on all five writing aspects: thesis statement, unity, completeness and coherence, wording and cohesion, and organization — related
- The experimental group improved most in the point of view aspect, rising from a mean of 6.06 to 7.50 — related
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