Process Approach instruction produced significantly better overall essay-writing performance than the Product Approach in Nigerian ESL senior secondary students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group taught with the Process Approach scored significantly higher than the control group on overall post-test essay performance (t-calculated 35.499 > t-table 1.980). → Akinwamide 2012

Evidence¶

Akinwamide 2012¶

Akinwamide, T. K. (2012). The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing. English Language Teaching, 5(3). https://doi.org/10.5539/elt.v5n3p16

q2 · i? · causal · r1

Pre-test post-test control quasi-experiment with 80 SS3 students in two purposively selected schools; t-test on overall post-test scores across all variables. The Experimental group mean (10.0) exceeded the Control mean (6.85), with t-calculated 35.499 greater than t-table 1.980 at 0.05.

"The mean score (10.0) for total performance of the Experimental group is greater than the mean score (6.85) of the Control group, this implied that treatment had significant effect on overall performance in essay writing."

Discussion¶

Related Claims¶

• Students taught with the Process Approach improved significantly from pre-test to post-test on all essay-writing variables — a narrower finding that bears on this claim
• The Control and Experimental groups were homogeneous in essay-writing performance at pre-test — related