Creative drama instruction gave the highest pre-test-adjusted post-test achievement of three groups in the IT unit "Tomorrow's Technology" among sixth graders, ahead of computer-based instruction and standard curriculum, in a significant ANCOVA group effect with no pairwise tests reported¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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? With pre-test scores controlled, post-test achievement differed significantly across the three instruction groups, with the creative drama group highest (corrected mean 64.13 vs 50.57 and 43.13); no pairwise tests are reported. → 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
Pre-test/post-test experimental design with 89 sixth-grade students randomly assigned to three groups (28 creative drama, 30 computer-based, 31 control). ANCOVA on post-test with pre-test covariate gave F = 93.68, p < .001; "the corrected mean post-test score of the experimental 1 group ( 𝑋= 64.13) was higher than experimental 2 group ( 𝑋=50.57) and control group (𝑋=43.13)". The F is the omnibus test across the three groups; no pairwise or post hoc comparisons are reported, so whether creative drama exceeded each of the other two groups significantly is not established.
"According to Table 3, when the pre -test scores of the groups were controlled there appears a statistically significant difference between the post-test score of groups (f2.85= 93.68, p<.001)."
Discussion¶
Related Claims¶
- All three instruction groups (creative drama, computer-based, standard curriculum) showed statistically significant pre-test to post-test achievement gains — related
- Creative drama instruction produces significantly higher social studies achievement than traditional instruction when pre-test scores are controlled — related
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