The interdisciplinary dance program significantly reduces somatic anxiety in 8th-grade students¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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.
q3 i? The experimental group significantly reduced somatic anxiety after the intervention while the control group did not change. → Filippou 2018
Evidence¶
Filippou 2018¶
Filippou, F., Rokka, S., Pitsi, A., Gargalianos, D., Bebetsos, E., & Filippou, D. A. (2018). Interdisciplinary Greek Traditional Dance Course: Impact on Student Satisfaction and Anxiety. International Journal of Instruction, 11(3), 363-374. https://doi.org/10.12973/iji.2018.11325a
q3 · i? · causal · r2
Repeated measures ANOVA on the somatic anxiety subscale of the Competitive State Anxiety Inventory-2; the experimental group's mean fell from 4.31 to 1.90 while the control group stayed at 4.32. The article reports a "statistically significant interaction" with F(1,258)=1274.44, p<.001.
"The results showed that there w as a statistically significant interaction between the variables “measurement” and “group” for “somatic anxiety” [F (1,258) =1274.44, p<.001]."
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
Related Claims¶
- The interdisciplinary dance program's effects on satisfaction and anxiety hold for both boys and girls — a narrower finding that bears on this claim
- An interdisciplinary Greek traditional dance program significantly increases 8th-grade students' satisfaction compared with typical curriculum dance lessons — related
- The interdisciplinary dance program significantly reduces cognitive anxiety in 8th-grade students — related
- The interdisciplinary dance program significantly increases students' self-confidence — related
- Student satisfaction correlates positively with self-confidence and negatively with somatic and cognitive anxiety — related
- The subject-taught control group showed no significant knowledge increase while the interdisciplinary test group did — related
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