Creative drama instruction produces significantly more positive attitudes towards social studies than traditional instruction when pre-test attitudes are controlled¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2017 · 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? After controlling for pre-test attitude, the adjusted post-test attitude towards social studies of the experimental group was significantly higher than the control group's (F=5.892, p=.018). → 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
ANCOVA on the Attitude Towards Social Studies Scale (35 items, reliability .88 in this study) with the same 81 students; adjusted attitude means favoured the experimental group and the group effect was significant (F=5.892, p=.018). No effect size is printed.
"and attitude towards social studies and the adjusted scores mean ( ̅eg =153.74 > ̅cg = 146.72; ̅ eg = 154.58 > ̅ cg = 145.81) of the experimental group has been found to be higher than the scores mean of the control group."
Discussion¶
Related Claims¶
- Creative drama instruction produces significantly higher social studies achievement than traditional instruction when pre-test scores are controlled — related
- Creative drama instruction shows no statistically significant effect on retention of social studies knowledge five weeks after instruction — related
- ICT-supported teaching improved pupils' attitudes toward ICT but not their attitudes toward social studies — related
- Descriptively, the creative drama group's retention scores were higher than the control group's despite the non-significant test — related
- ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — related
- iPod inquiry teaching produced significantly more positive scientific attitudes than regular teaching for third graders — related
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