The experimental group's text production improved significantly from pre-test to post-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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? Within the experimental group, post-test performance was significantly higher than pre-test performance (p = 0.012 < 0.05). → Demény 2012
Evidence¶
Demény 2012¶
Paraschiva Demény. (2012). Developing Written Text Production Competence Using the Reader-Response Method. Acta Didactica Napocensia, Volume 5, Number 3. https://eric.ed.gov/?id=EJ1054357
q2 · i? · causal · r1
Within-group comparison for the experimental group across the five-month program: pre-test mean 7.62 (SD 1.78), post-test mean 8.57 (SD 1.50), t reported in Table 3 with "p= 0.012<0.05".
"As clearly shown by table 3 and chart 3 the difference is significant (p= 0.012<0.05) fact that proves the efficiency of the employed development program."
Discussion¶
Related Claims¶
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- Experimental-group students improved significantly from pre-test to post-test in short story writing after story-mapping instruction — related
- Both the flipped-learning group and the lecture-based control group showed statistically significant within-group gains from pre-test to post-test — related
- The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not — related
- A five-month reader-response-based development program improved third graders' written text production competence relative to a control group — related
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