VA strategy significantly improves teacher candidates' argumentation skills with large effect sizes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Final argumentation scores significantly exceeded draft scores, eta squared = 0.83. → Çakiroğlu 2025 q2 i3 All four components (claim-ground, warrant, backing, rebuttal) increased significantly with large effect sizes. → Çakiroğlu 2025 (2)

Evidence¶

Çakiroğlu 2025¶

Çakiroğlu, Ü., Güven, O., Yaman, H., & Mazlum Güven, E. (2025). Scientific habits of arguing minds: enhancing online argumentation to foster SHOM. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10474-1

q2 · i3 · causal · r1

Paired t-test comparing draft and final argument rubric scores of 33 teacher candidates scored with the Weng et al. (2017) rubric by three researchers; total scores rose from 3.72 to 5.8 with eta squared = 0.67 reported as large.

"there was a statistically significant difference between the mean rubric scores of draft argumentations (M = 3.72, SD = 1.35) and final argumentations (M = 5.8, SD = 1.45), t(33) = − 12.336, p > 0.000. The eta squared statistic (0.67) indicated a large effect size."

Çakiroğlu 2025 (2)¶

Çakiroğlu, Ü., Güven, O., Yaman, H., & Mazlum Güven, E. (2025). Scientific habits of arguing minds: enhancing online argumentation to foster SHOM. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10474-1

q2 · i3 · causal · r1

Component-level paired t-tests on rubric scores for claim-ground, warrant, backing and rebuttal; all four increased significantly with eta squared values of 0.67, 0.63, 0.79 and 0.64 respectively.

"claim and ground (M = 1.21, SD = 0.37 for draft and M = 1.56, SD = 0.41 for final; t(33) = − 8.056, p > 0.00; eta squared = 0.67), warrant (M = 0.77, SD = 0.48 for the draft and M = 1.42, SD = 0.42 for final; t(33) = − 7.376, p > 0.00; eta squared = 0.63), backing (M = 0.85, SD = 0.54 for the draft and M = 1.50 SD = 0.41 for final; t(33) = − 10.982, p > 0.00; eta squared = 0.79) and rebuttal (M = 0.88, SD = 0.41 for draft and M = 1.32, SD = 0.49 for final; t(33) = − 7.598, p > 0.00; eta squared = 0.64) increased statistically significantly and the effect size was large for all those skills."

Discussion¶

Related Claims¶

• VA strategy does not enhance teacher candidates' SHOM; scores slightly and non-significantly decrease — related
• Middle school students with the lowest baseline argumentative-writing scores showed the largest growth across essay attempts on an AES platform, while mid- and high-baseline students showed limited or no significant change — related