The VAK model produces higher narrative writing skill gains than guided inquiry in fifth-grade primary students, with a reported Cohen's d of 7.58¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fifth-grade students taught narrative writing with the VAK model showed higher gain scores (0.44, high category) than students taught with guided inquiry (-0.30, low category). → Kusumawarti 2020 q2 i? The difference in posttest narrative writing means between the experimental and control classes was statistically significant (t = 25.155, sig. 0.000 < 0.05). → Kusumawarti 2020 (2) q2 i3 The effect-size calculation showed the VAK model had a high effect on learning narrative writing skills, with a value the article reports as d = 7.58. → Kusumawarti 2020 (3)

Evidence¶

Kusumawarti 2020¶

Kusumawarti, E., Subiyantoro, S., & Rukayah. (2020). The Effectiveness of Visualization, Auditory, Kinesthetic (VAK) Model toward Writing Narrative: Linguistic Intelligence Perspective. International Journal of Instruction, 13(4), 677-694. https://doi.org/10.29333/iji.2020.13442a

q2 · i? · causal · r2

Gain analysis (Hake, 2004) of pretest-posttest narrative writing scores in a quasi-experimental pretest-posttest control group study of grade V students in Surakarta; the experimental class (VAK, n=61) gained 0.44 versus -0.30 in the guided inquiry control class (n=53). The article calls the experimental gain "included in the high category". No effect size is printed for the gain comparison itself.

"The average gain score in the control class is -0.30 which means it is in a low category, while in the experimental class 0.44 is included in the high category."

Kusumawarti 2020 (2)¶

Kusumawarti, E., Subiyantoro, S., & Rukayah. (2020). The Effectiveness of Visualization, Auditory, Kinesthetic (VAK) Model toward Writing Narrative: Linguistic Intelligence Perspective. International Journal of Instruction, 13(4), 677-694. https://doi.org/10.29333/iji.2020.13442a

q2 · i? · causal · r2

Independent sample t-test on posttest scores (equal variances assumed; t = 25.155, df = 112, sig. 0.000) after normality and homogeneity checks; posttest means were 81.31 (experimental) versus 67.36 (control). The article reports a statistically significant difference; the effect size is reported separately in the effect-size entry.

"the Sig. (2- tailed) is 0.000 <0.05 which means Ha is accepted. Thus it can be interpreted that there is a significant difference in the average narrative writing skills between the experimental and control classes."

Kusumawarti 2020 (3)¶

Kusumawarti, E., Subiyantoro, S., & Rukayah. (2020). The Effectiveness of Visualization, Auditory, Kinesthetic (VAK) Model toward Writing Narrative: Linguistic Intelligence Perspective. International Journal of Instruction, 13(4), 677-694. https://doi.org/10.29333/iji.2020.13442a

q2 · i3 · causal · r2

Cohen's d effect-size calculation on the t-test results in the quasi-experimental study of 114 grade V students; the article reports the VAK model's effect on narrative writing skills as "equal to 7.58", which it characterizes as a high effect (d = 7.58).

"The results of the calculation of effect-size with Cohen's d show that the VAK model has a high effect on learning narrative writing skills that are equal to 7.58."

Discussion¶

Related Claims¶

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