Contrary to expectations, the digital writing workshop significantly decreased fourth-graders' writing motivation while control-group motivation did not change¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The group-by-measurement interaction for writing motivation was significant. → Nurhan Aktaş & Hayati Akyol 2020 q3 i? Experimental-group motivation declined significantly from pretest to posttest; the control group showed no significant change. → Nurhan Aktaş & Hayati Akyol 2020 (2)

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

Two-factor ANOVA for repeated measures on Motivation to Write Scale scores; the interaction was significant, F(1-28)= 5.90, p <0.05, while the group and measurement main effects were not significant.

"when the table is examined with regard to the joint effect of the scale time (pretest-posttest) and group (experimental and control) variables, a statistically significant difference was found between writing motivation scores"

Nurhan Aktaş & Hayati Akyol 2020 (2)¶

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

Dependent-groups t-tests: experimental motivation fell from 56.53 to 53.13, t (14)=2.75; p=.01; the control group showed no significant change, t (14)=.-55; p=.59.

"As can be seen in Table 10, a statistically significant difference was found between pretest and posttest scores in the experimental group (t (14)=2.75; p=.01). However, this difference is due to the fact that writing motivation scores in the experimental group decreased."

Discussion¶

Related Claims¶

• Self-efficacy and performance goal motivation did not change significantly in any of the three groups — related
• In the private-school experimental group only test anxiety changed significantly from pre-test to post-test, decreasing; pre-post differences on the other motivation dimensions were not statistically significant — related
• A 14-week digital writing workshop produced significantly greater story-writing gains than regular curriculum lessons in fourth-grade students — related