Conventional curriculum instruction also produced significant pretest-posttest gains in verbal skills and reductions in speech anxiety¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The control group's verbal skills rose significantly from pretest to posttest (p = .002, t = -3.682). → Mehmet Nuri Kardaş & Raşit Koç 2017 q3 i? The control group's speech anxiety fell significantly from pretest to posttest (p = .004, t = 3.263). → Mehmet Nuri Kardaş & Raşit Koç 2017 (2)

Evidence¶

Mehmet Nuri Kardaş & Raşit Koç 2017¶

Mehmet Nuri Kardaş & Raşit Koç. (2017). Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1). https://eric.ed.gov/?id=EJ1131916

q3 · i? · causal · r1

Related samples t-test on the 19 control-group students' TRSS scores; pretest mean 66.89, posttest mean 78.26, "statistically significant as well (p: .002 ˂ 0.05; t: - 3.682)."

"It was determined that this numerical difference was statistically significant as well (p: .002 ˂ 0.05; t: - 3.682). The difference demonstrated that conventional instruction applied in the control group was effective in the development of students' Turkish verbal skills."

Mehmet Nuri Kardaş & Raşit Koç 2017 (2)¶

Mehmet Nuri Kardaş & Raşit Koç. (2017). Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1). https://eric.ed.gov/?id=EJ1131916

q3 · i? · causal · r1

Related samples t-test on the 19 control-group students' SAS scores; pretest mean 56.36 (intermediate), posttest mean 47.68 (low anxiety), with "a significant difference between pretest and posttest scores favoring posttest results (p: .004 ˂ 0.05; t: 3.263)."

"Statistical analysis reflected that there was a significant difference between pretest and posttest scores favoring posttest results (p: .004 ˂ 0.05; t: 3.263). The finding demonstrates that the conventional instruction method had a significant effect on students' speech anxiety."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Test and control groups were equivalent at pretest on both Turkish verbal skills and speech anxiety — related
• Drama instruction reduced students' speech anxiety to a lower level than conventional instruction at posttest — related
• Within the drama group, speech anxiety decreased significantly from intermediate to very low level — related
• Within the drama group, Turkish verbal skills improved significantly from pretest to posttest — related
• Drama instruction produced higher posttest Turkish verbal skills than conventional curriculum instruction in a randomized pretest-posttest experiment — related