Contextual teaching and learning produces higher argumentative writing scores than non-contextual instruction in university students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught with a contextual learning model scored significantly higher on argumentative writing than students taught with a non-contextual model. → Hasani 2016

Evidence¶

Hasani 2016¶

Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and learning. Educational Research and Reviews, 11(16), 1573-1578. https://eric.ed.gov/?id=EJ1113515

q2 · i? · causal · r1

Quasi-experiment with 52 second-year university students in Banten, Indonesia (26 experimental, 26 control), post-test design. The Tukey post-hoc test found "a significant difference between experiment and control groups"; descriptive means were 74.46 (contextual) vs 72.50 (non-contextual).

"Further, according to statistical test (Tukey Post -Hoc), there is a significant difference between experiment and control groups"

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

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