Descriptively, the creative drama group's retention scores were higher than the control group's despite the non-significant test¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group's retention mean (84.48) was numerically higher than the control group's (79.23), which the authors read as a positive but statistically unconfirmed effect on retention. → Kaf 2017

Evidence¶

Kaf 2017¶

Kaf, O., & Uygungul Yilmaz, O. (2017). Effects of creative drama method on students’ attitude towards social studies, academic achievement and retention in Turkey. European Journal of Educational Research, 6(3), 289-298. https://doi.org/10.12973/eu-jer.6.3.289

q3 · i? · causal · r2

Descriptive comparison of retention means from the same quasi-experiment (experimental 84.48, control 79.23); the authors state the drama method "has a positive effect on retention, even though it is not statistically different". This is an untested descriptive pattern.

"it is noteworthy that the experimental group had a higher retention sc ore than the control group. This shows us that the creative drama in this study has a positive effect on retention, even though it is not statistically different."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Creative drama instruction shows no statistically significant effect on retention of social studies knowledge five weeks after instruction — possibly the same claim (merge candidate)
• Creative drama instruction produces significantly more positive attitudes towards social studies than traditional instruction when pre-test attitudes are controlled — related
• Creative drama instruction produces significantly higher social studies achievement than traditional instruction when pre-test scores are controlled — related