Sixth-grade EFL students taught through multiple intelligences activities showed a statistically significant pre-test to post-test improvement in essay writing scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's paired pre-post writing score difference was significant (p<.05), with means rising from 31.48 to 51.80. → Zennure Elgün Gündüz 2016

Evidence¶

Zennure Elgün Gündüz 2016¶

Zennure Elgün Gündüz, İsmail Doğan Ünal. (2016). Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context. Universal Journal of Educational Research 4(7): 1687-1697. https://doi.org/10.13189/ujer.2016.040722

q2 · i? · causal · r2

Paired-samples t-test on the experimental group's essay scores (N=25) in a quasi-experimental pre-test/post-test study; Table 4 reports means of 31.48 (pre) and 51.80 (post), t = -5.97, p = .000. The article reports "significant (p<.05)" with no effect size.

"Paired samples t test analysis put forward that the difference between pre-test and post-test scores of experimental group was significant (p<.05)."

Discussion¶

Related Claims¶

• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related
• The control group instructed through the traditional method showed no statistically significant improvement in writing from pre-test to post-test — related
• At post-test, the multiple intelligences group significantly outperformed the traditionally instructed control group on the writing test — related
• Students taught with the Process Approach improved significantly from pre-test to post-test on all essay-writing variables — related
• Both ITS and traditionally instructed groups improved significantly from pre-test to post-test — related