Claims

Eleventh-grade students taught with the discourse analysis method showed larger pretest-to-posttest gains in making discourse skill than the traditionally taught control group

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · 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? The experimental group's making-discourse mean rose from 2,75 to 7,35 while the control group's rose from 2,37 to 3,87. → Kapanadze 2018

Evidence

Kapanadze 2018

Dilek Ünveren Kapanadze. (2018). THE EFFECT OF USING DISCOURSE ANALYSIS METHOD ON IMPROVING COGNITIVE AND AFFECTIVE SKILLS IN LANGUAGE AND LITERATURE TEACHING. European Journal of Education Studies, Volume 4, Issue 5. https://www.oapub.org/edu

q2 · i? · causal · r1

Pretest-posttest control group quasi-experiment with 20 experimental and 24 control eleventh-graders over four months. The article reports the experimental group's achievements "have been changed significantly"; no effect size is printed.

"In terms of skill of making discourse, as a result of t test on pretest and post test scores of experimental and control groups; it was observed that arithmetic mean of control group was increased from 2,37 to 3,87 whereas it increased from 2,75 to 7,35 in experimental group."

Discussion

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