Facebook-based peer comment activities significantly improve students' writing quality over a semester¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Design limits · Ho 2020: the intervention came bundled with another change; groups were assigned but students were analysed as independent (read from the study by two models, 2026-11-01)

Subclaims¶

q2 i? Experimental-group students exchanging peer comments on Facebook showed a statistically significant pre-test to post-test gain in writing quality. → Ho 2020

Evidence¶

Ho 2020¶

Ho, P. V. P., Phung, L. T. K., Oanh, T. T. T., & Giao, N. Q. (2020). Should Peer E-Comments Replace Traditional Peer Comments? International Journal of Instruction, 13(1), 295-314. https://doi.org/10.29333/iji.2020.13120a

q2 · i? · causal · r1

Paired-sample t-test on the experimental group (n=32) posting drafts and comments on a Facebook group; mean rose from 5.903 to 6.994, MD=-1.09, p=.000, which the article says indicates Facebook-based peer comment activities positively affect writing quality.

"The mean difference of the pre -test and post -test scores of the experimental group is MD= -1.09. The Sig. for the comparison of the average scores of the pre -test and post -test is p= .000."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Paper-and-pen peer comment activities significantly improve students' writing quality over a semester — related
• Facebook-based peer comments outperform paper-and-pen peer comments on post-test writing quality — related
• The two groups did not differ significantly in writing quality before the treatment — related
• Peer Feedback Improves Writing — a broader claim this one bears on
• Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment — a broader claim this one bears on
• Inter-rater scoring of the writing tests showed good correlation-coefficient reliability — related
• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related
• Experimental and control groups were equivalent in short story writing before the treatment — related