The Experimental group significantly outperformed the Control group on each post-test variable, including Content, Organization, Expression and Mechanical Accuracy¶

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? Post-test t-calculated values (19.136, 18.405, 16.659, 11.659) exceeded t-table 1.98 on every variable, with Experimental means greater than Control means throughout. → 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

T-test analysis of post-test scores for both groups (40 each) on Content, Organization, Expression and Mechanical Accuracy. For example, the mean score for Content relevance for the experimental group is 5.63 as against 1.43 for the Control; the null hypothesis was rejected on all variables.

"the values of t-calcu lated in each of the variables was greater than the t-table value at 0.05 level"

Discussion¶

Learner Variables¶

• Communication Skills — outcome: instruction changes it

Related Claims¶

• Students taught with the Process Approach improved significantly from pre-test to post-test on all essay-writing variables — related
• The Control and Experimental groups were homogeneous in essay-writing performance at pre-test — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related