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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An independent-samples t-test on pre-test essay scores found no significant difference between groups (t = .481, df = 48, p = .63). → Zennure Elgün Gündüz 2016

Evidence¶

Zennure Elgün Gündüz 2016¶

Zennure Elgün Gündüz, İsmail Doğan Ünal. (2016). Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context. Universal Journal of Educational Research 4(7): 1687-1697. https://doi.org/10.13189/ujer.2016.040722

q2 · i? · causal · r1

Independent-samples t-test on pre-test essay scores of both groups (N = 25 each) in the quasi-experimental study; the article reports no significant difference (p>.05). Table 2's printed means (51.80, 31.20) conflict with Table 1's pre-test means (31.48, 30.40), an inconsistency in the article itself.

"The results presented in Tab le 2 indicated that there was no significant difference between groups in terms of pre- test scores on writing (p>.05)."

Discussion¶

Related Claims¶

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