Journal writing as a writing-to-learn activity raises fourth-grade science achievement more than regular instruction alone¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2020 · 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.
q2 i? After five weeks of journal writing, the experimental group scored significantly higher than the control group on the unit achievement post-test. → Pınar 2020
Evidence¶
Pınar 2020¶
Pınar, E. & Yıldız, A. (2020). The Effect of Journal Writing, One of the “Writing to Learn” Activities, on Achievement and Science Attitude in the Fourth Grade Science Course. Journal of Current Researches on Social Sciences, 10(1), 179-196. https://doi.org/10.26579/jocress.354
q2 · i? · causal · r1
Quasi-experimental comparison of 24 experimental and 20 control fourth-graders using Mann Whitney U on Science Course Achievement Test post-test scores; the article reports “a statistically significant difference in favour of experimental group students (U=129.50; p<.05)”.
"When the results presented in Table 3 are examined, it is found that there is a statistically significant difference in favour of experimental group students (U=129.50; p<.05)."
Discussion¶
Related Claims¶
- Journal writing showed no statistically significant effect on learning retention three weeks after the unit — related
- Journal writing was associated with a significant positive change in experimental students' attitudes toward science, while control students' attitudes did not change — related
- ICT-supported short narratives produced higher post-test achievement than regular curriculum instruction in 6th-grade Force and Motion — related
- Adding web-assisted alternative assessment activities to a flipped classroom produces significantly higher unit achievement than video lessons alone in 7th-grade science — related
- GPA-based interdisciplinary science instruction produced significantly higher science achievement than regular instruction after five weeks — related
- Smart board-supported teaching of the 7th-grade unit 'electricity in our lives' produced higher post-test achievement than the 2005 Science and Technology curriculum — related
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