Keeping a journal as a writing-to-learn activity showed no statistically significant achievement difference from conventional instruction¶

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? Fifth-grade students who kept journals during the Force and Motion unit did not differ significantly on the post-test from students taught by conventional method. → 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

Quasi-experimental post-test comparison of EG2 (keeping journal, N = 19, mean rank 22.00) against CG (conventional method, N = 20, mean rank 18.10) using the Mann Whitney U Test; the article reports "no statistically significant difference" with U = 152.000 and p = .284.

"When Table 8 is examined, it is observed that there is no statistically significant difference between the groups at a significance level of p <0.05."

Discussion¶

Related Claims¶

• Writing-to-learn activities were implemented over four weeks within a seven-week study plan with identical teaching across groups — related
• Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade students — related
• The three groups did not differ in prior achievement before the Force and Motion intervention — related
• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — related
• Writing To Learn Improves Understanding — a broader claim this one bears on