Students taught with the Process Approach improved significantly from pre-test to post-test on all essay-writing variables¶

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's post-test scores were significantly higher than its pre-test scores on Content, Organization, Expression and Mechanical Accuracy (t-calculated 23.252, 18.010, 16.114, 13.472 > t-table 2.024). → 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

Paired t-test comparison of pre-test and post-test scores for the 40 Experimental-group students on all four analytical variables. All t-calculated values exceeded t-table 2.024 at 0.05, so the within-group change was significant.

"Table 4 shows that t-calculated in each of the variables (23.252, 18.010, 16.114 and 13.472) is greater than t-table (2.024); hence the null hypothesis was rejected."

Discussion¶

Related Claims¶

• Sixth-grade EFL students taught through multiple intelligences activities showed a statistically significant pre-test to post-test improvement in essay writing scores — related
• The Experimental group significantly outperformed the Control group on each post-test variable, including Content, Organization, Expression and Mechanical Accuracy — related
• The Control and Experimental groups were homogeneous in essay-writing performance at pre-test — related
• Process Approach instruction produced significantly better overall essay-writing performance than the Product Approach in Nigerian ESL senior secondary students — a broader claim this one bears on
• The control group showed no significant pre-test to post-test difference under conventional teaching — related