Writing-to-learn activities were implemented over four weeks within a seven-week study plan with identical teaching across groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Force and Motion unit was taught to all three groups by the same teacher using the same method, with 4 hours per week for 4 weeks, and writing activities submitted and corrected in weeks 5-6. → Sabriye Seven 2017

Evidence¶

Sabriye Seven 2017¶

Sabriye Seven, Asiye Pinar Koksal, Gulsen Kocak. (2017). The Effect of Carrying out Writing to Learn Activities on Academic Success of Fifth Grade Students in Secondary School on the Subject of "Force and Motion". Universal Journal of Educational Research 5(5): 744-749. https://doi.org/10.13189/ujer.2017.050506

q2 · i? · causal · r1

Procedural description of the quasi-experiment: the same teacher taught all three groups with the same method; experimental groups received guidelines and verbal instruction on writing poems or keeping journal, and control-group course notebooks were examined.

"Before the study started, all students were subjected to subject-based science achievement test as pre -test and instructional time of 4 hours per week for 4 weeks was spent for the “Force and Motion” unit."

Discussion¶

Related Claims¶

• Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — related
• Keeping a journal as a writing-to-learn activity showed no statistically significant achievement difference from conventional instruction — related
• The three groups did not differ in prior achievement before the Force and Motion intervention — related
• Time working within PictoPal explained significant variance in teacher integration and pupil engagement across the eight-week implementation — related