Before the intervention, the two groups did not differ significantly in argumentation, organization, or language use¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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.
q2 i? Pre-test t-tests found no significant differences between the experimental and control groups on any of the three writing dimensions. → Liu et al. 2012
Evidence¶
Liu et al. 2012¶
Yuan-Chen Liu, Wan-Chun Lee, Tzu-Hua Huang, Hsiao-Mei Hsieh. (2012). IMPROVING STUDENTS’ CHINESE WRITING ABILITIES IN TAIWAN WITH THE “CONDITIONED WRITING SYSTEM”. TOJET: The Turkish Online Journal of Educational Technology, 11(3). https://eric.ed.gov/?id=EJ989211
q2 · i? · causal · r1
Pre-test comparison in the quasi-experiment (experimental n=32, control n=35). The article reports no significant pre-test difference for argumentation (t = 1.278, p = .206) and states no significant difference was found for organization or language use either.
"prior to the experiment the t-value of the protest score of both the experimental group and the control group in “argumentation” is 1.278 and the p-value is .206>.05, which did not indicate a significant difference."
Discussion¶
Related Claims¶
- No significant difference between the CWB online system group and the paper-and-pencil control group in language use after ten weeks — related
- Before the intervention, the AWT experimental group and the traditional-instruction control group showed no significant difference on any of the five writing-skill criteria — related
- The two groups did not differ significantly on the pretest before instruction — related
- Seventh-graders using the CWB online interactive writing system significantly outperform a paper-and-pencil control group in argumentation on the post-test — related
- Seventh-graders using the CWB online interactive writing system significantly outperform the paper-and-pencil control group in text organization and structure on the post-test — related
- The CWB online interactive system group shows significantly greater total-score progress in Chinese essay writing than the paper-and-pencil control group — related
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