Drama instruction produced higher posttest Turkish verbal skills than conventional curriculum instruction in a randomized pretest-posttest experiment¶

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? Seventh-grade students taught with drama for 8 weeks scored significantly higher on Turkish rhetorical skills at posttest than control-group students taught with conventional curriculum activities (p = .001, t = 3.427). → 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

Pretest-posttest experimental model with control group; 18 test and 19 control seventh-grade students, 8 weeks of drama vs. Turkish curriculum activities. Independent samples t-test on TRSS posttest scores: "This numerical difference favoring the test group was found to be statistically significant (p: .001 ˂ 0.05; t: 3.427)."

"Test group mean score was 89, while control group posttest mean score was 78. This numerical difference favoring the test group was found to be statistically significant (p: .001 ˂ 0.05; t: 3.427)."

Discussion¶

Related Claims¶

• Within the drama group, Turkish verbal skills improved significantly from pretest to posttest — related
• Conventional curriculum instruction also produced significant pretest-posttest gains in verbal skills and reductions in speech anxiety — related
• Test and control groups were equivalent at pretest on both Turkish verbal skills and speech anxiety — related