Writing scores differed significantly by audience, with younger-student letters rated highest and teacher-directed letters lowest¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Total writing scores differed significantly across audiences (d = 0.76), with all three audience groups differing significantly from each other; younger students > peers > teacher. → Kingir 2013 q3 i2 Conceptual-understanding items of the writing scale also differed by audience: younger-student and peer writers demonstrated significantly better understanding in writing than teacher-directed writers (d = 0.56). → Kingir 2013 (2)

Evidence¶

Kingir 2013¶

Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114. https://doi.org/10.12973/eurasia.2013.922a

q3 · i2 · causal · r2

ANOVA on total writing scores (17-item scale) across the three audience groups; younger-student writers (M = 23.34) "significantly outperformed those writing to peers (M = 21.46, SD = 5.29) and the teacher (M = 18.73, SD = 5.16)".

"The results showed that there was a significant mean difference in total writing scores with respect to the audience, F(2, 335) = 23.99, p < 0.05, d = 0.76. Bonferroni follow-up tests showed that all three groups differed significantly from each other."

Kingir 2013 (2)¶

Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114. https://doi.org/10.12973/eurasia.2013.922a

q3 · i2 · causal · r2

ANOVA on the six conceptual-understanding items of the writing scale showed "significant mean differences in students’ conceptual understanding scores on writing with respect to the audience"; younger (M = 8.45) and peer (M = 7.83) writers beat teacher-directed writers (M = 7.07).

"The results revealed significant mean differences in students’ conceptual understanding scores on writing with respect to the audience, F(2, 335) = 58.31, p < 0.001, d = 0.56."

Discussion¶

Related Claims¶

• Non-traditional letter writing improved 9th graders' conceptual understanding of a chemistry mixture unit more than traditional writing, with a small effect — related
• Writing to younger students produced better mixture understanding than writing to the teacher, while younger-student and peer audiences did not differ — related
• Sentiment differs significantly across target audiences, with faculty-targeted guidelines more positive than student-targeted ones — related
• Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing — related