Creative drama instruction shows no statistically significant effect on retention of social studies knowledge five weeks after instruction¶

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? With post-test scores controlled, the adjusted retention means of experimental and control groups did not differ significantly (F=1.217, p=.273); equivalence was not tested. → 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

Retention test administered five weeks after the post-test to the same 81 students; ANCOVA controlling post-test scores found the group effect "not statistically significant (F=1.217. p=.273)". No effect size is printed.

"The results of covariance analysis performed by controlling academic achievement post -test averages of the experimental and control groups, listed in Table 5, indicate that main grouping effect of the groups by adjusted retention mean is not statistically significant (F=1.217. p=.273)."

Discussion¶

Related Claims¶

• Descriptively, the creative drama group's retention scores were higher than the control group's despite the non-significant test — 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
• The drama approach has a strong positive effect on students' academic achievement in social studies courses compared with traditional teaching — related