Test and control groups were equivalent at pretest on both Turkish verbal skills and speech anxiety¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no significant difference between test and control group pretest verbal skills scores (p = .828, t = .219). → Mehmet Nuri Kardaş & Raşit Koç 2017 q3 i? There was no significant difference between test and control group pretest speech anxiety scores (p = .946, t = .068). → Mehmet Nuri Kardaş & Raşit Koç 2017 (2)

Evidence¶

Mehmet Nuri Kardaş & Raşit Koç 2017¶

Mehmet Nuri Kardaş & Raşit Koç. (2017). Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1). https://eric.ed.gov/?id=EJ1131916

q3 · i? · causal · r1

Independent samples t-test on TRSS pretest scores of 18 test and 19 control students; means 67.56 vs 66.89, "no significant difference between test and control group mean pretest scores (p: .828 ˃ 0.05; t: .219)."

"Statistical analysis showed that there was no significant difference between test and control group mean pretest scores (p: .828 ˃ 0.05; t: .219). This data demonstrated that the test and control group students had similar verbal skill levels at the beginning of the applications."

Mehmet Nuri Kardaş & Raşit Koç 2017 (2)¶

Mehmet Nuri Kardaş & Raşit Koç. (2017). Effect of Drama Instruction Method on Students' Turkish Verbal Skills and Speech Anxiety. International Journal of Progressive Education, 13(1). https://eric.ed.gov/?id=EJ1131916

q3 · i? · causal · r1

Independent samples t-test on SAS pretest scores; both groups at intermediate anxiety (means 56.61 and 56.36), "the difference between control and test groups speech anxiety levels was not significant (p: .946 ˃ 0.05; t: .068)."

"Statistical analysis showed that the difference between control and test groups speech anxiety levels was not significant (p: .946 ˃ 0.05; t: .068). This result demonstrates that both test and control groups had similar speech anxiety levels before the application."

Discussion¶

Related Claims¶

• Conventional curriculum instruction also produced significant pretest-posttest gains in verbal skills and reductions in speech anxiety — related
• Within the drama group, speech anxiety decreased significantly from intermediate to very low level — related
• Within the drama group, Turkish verbal skills improved significantly from pretest to posttest — related
• Drama instruction produced higher posttest Turkish verbal skills than conventional curriculum instruction in a randomized pretest-posttest experiment — related
• Drama instruction reduced students' speech anxiety to a lower level than conventional instruction at posttest — related