Within the drama group, speech anxiety decreased significantly from intermediate to very low level¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Test-group speech anxiety fell from a pretest mean of 56.61 (intermediate level) to a posttest mean of 36.94 (very low level), a statistically significant difference favoring the posttest (p = .000, t = 10.162). → Mehmet Nuri Kardaş & Raşit Koç 2017

Evidence¶

Mehmet Nuri Kardaş & Raşit Koç 2017¶

Mehmet Nuri Kardaş & Raşit Koç. (2017). Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1). https://eric.ed.gov/?id=EJ1131916

q3 · i? · causal · r2

Related samples t-test on the 18 test-group students' SAS scores before and after drama instruction; the article reports the posttest mean of 36.94 corresponds to very low anxiety, with "a significant difference between pretest and posttest scores favoring posttest results (p: .000 ˂ 0.05; t: 10.162)."

"Statistical analysis showed that there was a significant difference between pretest and posttest scores favoring posttest results (p: .000 ˂ 0.05; t: 10.162). The finding demonstrates that drama instruction method had a significant effect on students' speech anxiety."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it

Related Claims¶

• Conventional curriculum instruction also produced significant pretest-posttest gains in verbal skills and reductions in speech anxiety — related
• Drama instruction reduced students' speech anxiety to a lower level than conventional instruction at posttest — related
• Test and control groups were equivalent at pretest on both Turkish verbal skills and speech anxiety — related