Claims

When controlling for number of letters completed (treatment intensity), the writing treatment effect on the midterm remained statistically significant, highlighting the role of student effort

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · 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? Controlling for treatment intensity (letters completed, range 0 to 3), the writing treatment was statistically significant at p = .02. → Bersamin 2013

Evidence

Bersamin 2013

Bersamin, M., Zamboanga, B.L. & Orsak-Neff, N. (2013). Understanding course content through letter writing: Do informal writing assignments improve grades? Psychology Teaching Review, 19(1). https://www.bps.org.uk/journal/psychology-teaching-review

q2 · i? · causal · r2

Secondary ANCOVA (Table 3) adding number of letters completed as a covariate; the letters-completed term itself was also significant (F=5.43, partial η²=.13, p=.02). The authors state this "provides additional support" for the assignment while highlighting student motivation.

"When controlling for treatment intensity, the results of the writing treatment were statistically significant at p =.02. This provides additional support for the letter writing assignment as a promising effective learning strategy"

Discussion

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