Students in the digital writing workshop significantly increased their use of story elements in their stories¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2020 · 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? Use of story elements in students' stories increased significantly in the final assessment for the experimental group. → Nurhan Aktaş & Hayati Akyol 2020
Evidence¶
Nurhan Aktaş & Hayati Akyol 2020¶
Nurhan Aktaş & Hayati Akyol. (2020). Effect of Digital Writing Workshop Activities on Writing Motivation and Development of Story Writing Skills. https://doi.org/10.29329/ijpe.2020.248.20
q3 · i? · causal · r1
Assessment with the Story Elements Evaluation Scale (maximum score 19) at pretest and posttest; Table 4 shows experimental means rising from 6.9 to 12.5 while control means stayed near 7.5 to 7.6, described as "increased significantly".
"It was seen in the final assessment that the use of story elements in the students’ stories had increased significantly."
Discussion¶
Related Claims¶
- A 14-week digital writing workshop produced significantly greater story-writing gains than regular curriculum lessons in fourth-grade students — related
- Digital writing workshop participation improved the 6+1 analytic writing dimensions of ideas, organisation, word choice, sentence fluency and spelling — related
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