Writing anxiety decreased significantly in both the Facebook experimental group and the control group¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group's writing anxiety fell from 2.94 to 2.53, a statistically significant decrease. → Altunkaya and Topuzkanamis 2018
q2 i? The control group's writing anxiety fell from 2.87 to 2.45, a statistically significant decrease. → Altunkaya and Topuzkanamis 2018 (2)
Evidence¶
Altunkaya and Topuzkanamis 2018¶
Hatice Altunkaya, Ersoy Topuzkanamış. (2018). The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception. Universal Journal of Educational Research 6(10): 2133-2142. https://doi.org/10.13189/ujer.2018.061010
q2 · i? · causal · r2
Dependent samples t-test on the Writing Anxiety Scale (pre-test alpha .96, post-test .97) for the Facebook group (n=48). The article reports a significant difference and describes anxiety as positively changed.
"the experimental group writing anxiety pre-test mean score was 2.94, and the posttest mean score was 2.53. It was observed that there was a significant difference between these two scores [t(47)=4.506;p<.01]"
Altunkaya and Topuzkanamis 2018 (2)¶
Hatice Altunkaya, Ersoy Topuzkanamış. (2018). The Effect of Using Facebook in Writing Education on Writing Achievement, Attitude, Anxiety and Self-efficacy Perception. Universal Journal of Educational Research 6(10): 2133-2142. https://doi.org/10.13189/ujer.2018.061010
q2 · i? · causal · r2
Dependent samples t-test on the same scale for the control group (n=48). The article reports a significant difference and concludes writing anxiety decreased in the control group.
"the control group writing anxiety pre-test mean score was 2.87, and the posttest mean score was 2.45. It was observed that there was a significant difference between these two scores [t(47)=4.211;p<.05]"
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
Related Claims¶
- Writing achievement decreased significantly in the control group but did not change significantly in the Facebook experimental group over the 14-week course — related
- Within the drama group, speech anxiety decreased significantly from intermediate to very low level — related
- Writing self-efficacy increased significantly in both the Facebook experimental group and the control group — related
- Writing attitude changed negatively in the control group but remained unchanged in the Facebook experimental group — related
- In the private-school experimental group only test anxiety changed significantly from pre-test to post-test, decreasing; pre-post differences on the other motivation dimensions were not statistically significant — related
- Drama instruction reduced students' speech anxiety to a lower level than conventional instruction at posttest — related
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