Pretest scores strongly predict posttest essay performance in the planning experiment¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The pretest covariate had a strong significant effect on posttest scores (partial eta-squared = 0.72). → Soltanpour 2018

Evidence¶

Soltanpour 2018¶

Soltanpour, F., Valizadeh, M., & Ghafarianzirak, F. (2018). Feedback-Mediated Individual and Collaborative Planning: Effects on Structural Organization and Clarity of Argumentative Essays. i-manager's Journal of English Language Teaching, 8(2), April-June 2018. https://eric.ed.gov/?id=EJ1185414

q3 · i3 · causal · r2

Secondary analysis within the robust ANCOVA of the five-group experiment: the covariate (pretest) significantly influenced posttest performance, with the article reporting "partial eta-squared = 0.72". Prior group equivalence was confirmed by non-significant ANOVAs on QPT and pretest scores.

"the Sig. value was 0.00, which is also less than 0.05, and thus indicating that the pre-test scores were a statistical covariate with a strong effect size (F 1,114 = 301.78, p = 0.000 < 0.05, partial eta-squared = 0.72, power = 1.00)"

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Pre-task planning, whether individual or collaborative, with or without teacher feedback, improves structural organization and clarity of argumentative essays relative to no planning — related
• The pretest covariate showed no significant effect on posttest statistical reasoning scores in the ANCOVA model — related
• Collaborative pre-task planning produces better essay structural organization and clarity than individual planning — related
• After treatment, demonstration-method students significantly outperform conventional-approach students in financial accounting achievement, with a large effect — related