Writing attitude changed negatively in the control group but remained unchanged in the Facebook experimental group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's writing attitude declined from 3.78 to 3.52, a statistically significant negative change. → Altunkaya and Topuzkanamis 2018 q2 i? The experimental group's writing attitude showed no significant change from 3.60 to 3.63. → 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 Turkish I Writing Expression Course Attitude Scale (alpha .90/.95 in this study) for the control group (n=48). The article concludes the writing attitude changed negatively.

"the control group writing attitude pre-test mean score was 3.78, and the posttest mean score was 3.52. It was observed that there was a significant difference between these two scores [t(47)=2.529;p<.05]"

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 attitude scale for the Facebook experimental group (n=48). The article reports no significant difference and concludes writing attitudes did not change.

"the experimental group writing attitude pre -test mean score was 3.60, and the posttest mean score was 3.63. It was observed that there was no significant difference between these two scores [t(47)=-.427;p>.05]"

Discussion¶

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
• Writing anxiety decreased significantly in both the Facebook experimental group and the control group — related
• The process-based intervention significantly improved students' perceptions toward the writing process, while control-group perceptions stayed unchanged — related