A 14-week digital writing workshop produced significantly greater story-writing gains than regular curriculum lessons in fourth-grade students¶

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 story writing scores was statistically significant, favouring the experimental group. → Nurhan Aktaş & Hayati Akyol 2020 q3 i? The experimental group improved significantly from pretest to posttest while the control group did not. → 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 pretest-posttest story writing scores of the experimental (n=15) and control (n=15) groups in a true experimental design; the interaction was significant, F(1-28)= 35.30, p <0.05.

"As can be understood from Table 6, 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 story writing 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 within each group of 15 students: experimental group pretest 24.86 to posttest 39.80, t (14)=-8.69; p=.000; control group change was not significant, t (14)=.174; p=.864.

"As can be seen in Table 7, a statistically significant difference was found between pretest and posttest scores in the experimental group (t (14)=-8.69; p=.000). In the control group, however, a statistically significant difference could not be found between pretest and posttest scores (t (14)=.174; p=.864)."

Discussion¶

Related Claims¶

• Students in the digital writing workshop significantly increased their use of story elements in their stories — related
• Contrary to expectations, the digital writing workshop significantly decreased fourth-graders' writing motivation while control-group motivation did not change — related
• Reciprocal teaching produced significantly greater expository text comprehension gains than regular curriculum instruction in fourth graders over 11 weeks — related