Drama instruction reduced students' speech anxiety to a lower level than conventional instruction at posttest¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Test-group posttest speech anxiety (mean 36.94, very low range) was significantly lower than control-group posttest anxiety (mean 47.68, low range), t = -4.459, p = .000. → 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 · r1

Independent samples t-test on Speech Anxiety Scale posttest scores after 8 weeks of drama vs. conventional instruction in 18 test and 19 control students. The article prints the contrast as "significant difference between test and control group posttest mean scores" with t: -4.459, p: ,000.

"Statistical analysis identified that there was a significant difference between test and control group posttest mean scores favoring the control group (p: ,000 ˂ 0.05; t: -4.459)."

Discussion¶

Learner Variables¶

• Academic Anxiety — outcome: instruction changes it
• Affect Regulation — outcome: instruction changes it

Related Claims¶

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