Journal writing was associated with a significant positive change in experimental students' attitudes toward science, while control students' attitudes did not change¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's pre-test to post-test attitude scores improved significantly (z=3.291, p<.05). → Pınar 2020 q2 i? The control group showed no significant pre-test to post-test attitude change (z=-.201, p>.05). → Pınar 2020 (2)

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

Wilcoxon signed rank test comparing the experimental group's (n=24) pre- and post-test scores on the Attitude Scale towards Science Course after five weeks of journal writing; the article reports a significant difference in favour of post-test (z=3.291, p<.05).

"It can be stated that journal writing as a WTL activity affected experimental group students’ attitudes towards the science course positively (z=3.291, p<.05)."

Pınar 2020 (2)¶

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

Wilcoxon signed rank test comparing the control group's (n=20) pre- and post-test attitude scores; the article reports no significant difference (z=-.201; p>.05).

"It is revealed that the control group’s pre -test and post -test scores’ mean ranks are in favour of positive ranks and considering the sum of ranks, they are in f avour of negative ranks (z=-.201; p>.05)."

Discussion¶

Related Claims¶

• Journal writing as a writing-to-learn activity raises fourth-grade science achievement more than regular instruction alone — related
• Post-test attitudes towards science differed significantly in favor of the ICT-narrative group, with a small-to-medium effect — related
• Both groups showed statistically significant improvements in attitudes toward mathematics from pre-test to post-test — related
• ANCOVA controlling for pre-test scores showed a significant post-test attitude difference favoring the project-based group — related
• The experimental group improved significantly from pre-test to post-test while the control group did not — related