Students' perceptions toward the writing process were not correlated with their writing performance in either condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-study correlations between perceptions and writing performance were non-significant in both the control (r = .076) and experimental (r = .246) groups. → Ngo 2011

Evidence¶

Ngo 2011¶

Ngo, C. M. & Trinh, L. Q. (2011). Lagging Behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners' Writing in a Vietnamese Secondary Education Context. i-manager's Journal of English Language Teaching, 1(3), July-September 2011. https://eric.ed.gov/?id=EJ1071038

q2 · i? · causal · r2

Pearson correlation tests on post-study questionnaire and writing-test scores for each group; neither correlation was significant. The article concludes the constructs were "not compatibly developing".

"after the study, there is no correlation between participants' perceptions and their writing performance for both control and experimental groups (N = 30, r = .076; p = .689 and N = 27, r = .246; p = .217 respectively)"

Discussion¶

Related Claims¶

• The process-based intervention significantly improved students' perceptions toward the writing process, while control-group perceptions stayed unchanged — related
• Multivariate analysis confirmed a significant overall group effect, and all outcome variables correlated positively in both groups — related