Posttest speaking and writing achievement was significantly higher for students taught through short stories than for control-group students¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independent-samples t-test showed a significant posttest speaking difference favouring the experimental group (mean difference 4.350, t = 4.533, p < 0.000). → Iman 2017 q2 i? Independent-samples t-test showed a significant posttest writing difference favouring the experimental group (mean difference 3.675, t = 3.504, p < 0.000). → Iman 2017

Evidence¶

Iman 2017¶

Jaya Nur IMAN. (2017). A QUASI-EXPERIMENTAL STUDY ON USING SHORT STORIES: STATISTICAL AND INFERENTIAL ANALYSES ON THE NON-ENGLISH MAJOR UNIVERSITY STUDENTS' SPEAKING AND WRITING ACHIEVEMENTS. International Journal of Languages' Education and Teaching, 5(1). https://doi.org/10.18298/ijlet.1719

q2 · i? · causal · r1

Independent sample t-test comparing posttest scores of the 20-student experimental and 20-student control groups in a nonequivalent-groups pretest-posttest design. Both p values (0.000) were less than 0.05; no effect size is printed.

"the mean difference speaking post-test between the experimental and control group was 4.350 and the t-obtained was 4.533 (p<0.000). While, the mean difference writing post-test between the experimental and control group was 3.675 and the t-obtained was 3.504 (p<0.000)"

Discussion¶

Related Claims¶

• The control group also made statistically significant pretest-to-posttest gains in speaking and writing, so improvement was not exclusive to the short-stories treatment — related
• Descriptively, the experimental group reached a good achievement category in speaking and writing while the control group reached only average — related
• Experimental-group students taught through short stories made statistically significant gains in both speaking and writing achievement from pretest to posttest — related
• ICT-supported short narratives produced higher post-test achievement than regular curriculum instruction in 6th-grade Force and Motion — related
• Students taught with WSDC debate significantly outperformed control students on both critical thinking and speaking posttests — related
• Integrating YouTube videos into EFL instruction produced significantly higher post-test content learning than lecture-based instruction — related
• ESP university students taught with the 6+1 trait writing model had a higher critical thinking post-test mean than control-group peers, with no between-group test reported — related
• Story-mapping instruction produced higher short story writing post-test scores than traditional instruction in tenth-grade EFL students — related
• Experimental and control groups were equivalent in short story writing before the treatment — related