Creative drama instruction produces significantly higher social studies achievement than traditional instruction when pre-test scores are controlled¶

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? After controlling for pre-test achievement, the adjusted post-test achievement of the creative drama groups was significantly higher than that of the traditionally taught control groups (F=29.069, p=.000). → 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

Quasi-experimental ANCOVA with 42 experimental and 39 control 4th-grade students taught a social studies unit; the achievement group effect was significant, "statistically significant (F=29.069, p=.000"), with adjusted means 86.82 vs 77.17. No effect size is printed.

"The results of covariance analysis, performed by controlling achievement and pre -test mean of the experimental and control groups regarding the attitude towards social studies provided in Table 3 indicates that main grouping effect of the groups by adjusted post-test mean is statistically significant (F=29.069, p=.000; F=5.892, p=.018)."

Discussion¶

Related Claims¶

• Creative drama instruction produces significantly more positive attitudes towards social studies than traditional instruction when pre-test attitudes are controlled — related
• Creative drama instruction shows no statistically significant effect on retention of social studies knowledge five weeks after instruction — related
• Descriptively, the creative drama group's retention scores were higher than the control group's despite the non-significant test — related