Non-traditional letter writing improved 9th graders' conceptual understanding of a chemistry mixture unit more than traditional writing, with a small effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 After controlling for pretest scores, the non-traditional writing group scored significantly higher on the mixture posttest than the traditional writing group, with a small effect size (d = 0.25). → Kingir 2013

Evidence¶

Kingir 2013¶

Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114. https://doi.org/10.12973/eurasia.2013.922a

q3 · i1 · causal · r2

Quasi-experimental pretest-posttest study of 524 9th graders in 2 public high schools; ANCOVA on post-MAT controlling pre-MAT showed the non-traditional writing group "outperformed those in the traditional writing group" with "small, d = 0.25".

"Results indicated a significant difference between the groups, F(1, 521) = 7.90, p < 0.05. Students in the non-traditional writing group (M = 6.69, SD = 2.01) outperformed those in the traditional writing group (M = 6.02, SD = 2.23) with respect to measures of the posttest. The size of the mean difference between the groups was small, d = 0.25."

Discussion¶

Related Claims¶

• Writing to younger students produced better mixture understanding than writing to the teacher, while younger-student and peer audiences did not differ — related
• Writing scores differed significantly by audience, with younger-student letters rated highest and teacher-directed letters lowest — related
• Students learned chemistry content from the game-based learning session, with significant pretest-to-posttest gains — related