Writing poems as a writing-to-learn activity produced significantly higher Force and Motion achievement than conventional instruction in fifth-grade 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? Fifth-grade students who wrote poems during the Force and Motion unit scored significantly higher on the post-test than students taught by conventional method (Mann Whitney U Test, p < 0.05). → Sabriye Seven 2017

Evidence¶

Sabriye Seven 2017¶

Sabriye Seven, Asiye Pinar Koksal, Gulsen Kocak. (2017). The Effect of Carrying out Writing to Learn Activities on Academic Success of Fifth Grade Students in Secondary School on the Subject of "Force and Motion". Universal Journal of Educational Research 5(5): 744-749. https://doi.org/10.13189/ujer.2017.050506

q2 · i? · causal · r1

Quasi-experimental post-test comparison of EG1 (writing poems, N = 11, mean rank 20.77) against CG (conventional method, N = 20, mean rank 13.38) using the Mann Whitney U Test; the article reports "statistically significant difference between the groups" with U = 57.500 and p = .029.

"When Table 7 is examined, it is observed that there is statistically significant difference between the groups at a significance level of p < 0.05"

Discussion¶

Related Claims¶

• Writing-to-learn activities were implemented over four weeks within a seven-week study plan with identical teaching across groups — related
• Keeping a journal as a writing-to-learn activity showed no statistically significant achievement difference from conventional instruction — related
• The three groups did not differ in prior achievement before the Force and Motion intervention — related
• Poem-enhanced instruction produced higher posttest interest than game-enhanced and modified lecture instruction — related