The Control and Experimental groups were homogeneous in essay-writing performance at pre-test¶

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? There was no significant difference between the pre-test scores of the Control and Experimental groups on any variable (t-calculated values 0.130, 0.653, 0.206, 0.137 all below 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

T-test analysis of pre-test scores for Content, Organization, Expression and Mechanical Accuracy for 40 students per group. All t-calculated values were below t-table 1.980, so the null hypothesis of no pre-test difference was accepted, establishing group homogeneity.

"Table 1 above shows that t-cal (0.130, 0.653, 0206, 0.137) was less than t-table (1.980) in each of the variables at 0.05 level of significance."

Discussion¶

Related Claims¶

• The Experimental group significantly outperformed the Control group on each post-test variable, including Content, Organization, Expression and Mechanical Accuracy — related
• Students taught with the Process Approach improved significantly from pre-test to post-test on all essay-writing variables — related
• The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — possibly the same claim (merge candidate)
• Process Approach instruction produced significantly better overall essay-writing performance than the Product Approach in Nigerian ESL senior secondary students — related
• The control group showed no significant pre-test to post-test difference under conventional teaching — related