[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-186985-en":3,"doc-seo-186985-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},186985,8796095027276,"wps_ap_test_251126_0180","https://avatar.qwps.com/avatar/d3BzX2FwX3Rlc3RfMjUxMTI2XzAxODA=",8,"Research & Report","Comparison of Writing Scores","This document presents a comparative analysis of writing scores between a control group and an experimental group across pre-test and post-test assessments. The data indicates a statistically significant improvement in the experimental group's post-test scores (p=0.002) compared to both their pre-test scores and the control group's post-test scores. Figure 1 visually represents these score comparisons. Furthermore, the document details a survey examining writing competence, broken down by specific criteria such as helpfulness in essential word acquisition, usefulness for cooperative brainstorming, benefits to creative thinking, spelling enhancement, and essay structure formation. The survey results, presented in a table, show high mean scores across all competence measures for the experimental group, with particular strength noted in essay structure formation (Mean=4.80) and cooperative brainstorming (Mean=4.53). These findings suggest that the interventions or conditions applied to the experimental group had a positive and statistically significant impact on their writing abilities.","| Variables | Measurement | N | Mean |  | Standard\u003Cbr>deviation | t | df | p-value |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Pre-test | Control | 15 | 48.33 |  | 18.290 |  |  |  |\n| Pre-test | Experimental | 15 | 48.67 |  | 16.088 | 0.053 | 28 | .958 |\n| Post-test | Control | 15 | 51.67 |  | 16.439 |  |  |  |\n| Post-test | Experimental | 15 | 70 |  | 13.229 | 3.365 | 28 | .002 |\n| | |  |  |  |  |  |  |  |\n| \u003Cbr>Figure 1 Comparison of writing scores. |  |  |  | |  |  |  |  |\n\n\n| Section 1: Writing competence | Mean | Median | Mode | SD | Totally Agree Neutral Disagree Totally\u003Cbr>agree disagree |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n|  |  |  |  |  | Percentage |  |  |  |  |\n| 1. IGs are helpful\u003Cbr>to have essential\u003Cbr>words for writing tasks | 4.40 | 5.00 | 5 | 0.910 | 60 | 26.7 | 6.7 | 6.7 | 0 |\n| 2. IGs are useful\u003Cbr>for brainstorming cooperatively | 4.53 | 5.00 | 5 | 0.915 | 73.3 | 13.3 | 6.7 | 6.7 | 0 |\n| 3. IGs are beneficial for noticing different\u003Cbr>dimensions and writing more creatively | 4.47 | 5.00 | 5 | 0.743 | 60 | 26.7 | 13.3 | 0 | 0 |\n| 4. IGs support me to sharpen my spelling | 4.20 | 5.00 | 5 | 1.014 | 53.3 | 20 | 20 | 6.7 | 0 |\n| 5. IGs assist me\u003Cbr>in forming essay structure | 4.80 | 5.00 | 5 | 0.561 | 86.7 | 6.7 | 6.7 | 0 | 0 |","cbCaigA8gYnyp7nC","https://ap.wps.com/l/cbCaigA8gYnyp7nC","pdf",535149,1,18,"English","en",105,"# Figure 1 Comparison of writing scores.\n# Section 1: Writing competence","[{\"question\":\"What is the main finding regarding the experimental group's writing scores?\",\"answer\":\"The experimental group showed a statistically significant improvement in their post-test writing scores compared to the control group and their own pre-test scores.\"},{\"question\":\"On which aspects of writing competence did the experimental group perform particularly well, according to the survey?\",\"answer\":\"The experimental group showed particularly high performance in forming essay structure and in using IGs for cooperative brainstorming.\"},{\"question\":\"What was the p-value for the comparison of post-test scores between the control and experimental groups?\",\"answer\":\"The p-value for the comparison of post-test scores between the control and experimental groups was 0.002, indicating a statistically significant difference.\"}]","Comparison of Writing Scores | 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is the main finding regarding the experimental group's writing scores?","Question",{"text":76,"@type":77},"The experimental group showed a statistically significant improvement in their post-test writing scores compared to the control group and their own pre-test scores.","Answer",{"name":79,"@type":74,"acceptedAnswer":80},"On which aspects of writing competence did the experimental group perform particularly well, according to the survey?",{"text":81,"@type":77},"The experimental group showed particularly high performance in forming essay structure and in using IGs for cooperative brainstorming.",{"name":83,"@type":74,"acceptedAnswer":84},"What was the p-value for the comparison of post-test scores between the control and experimental groups?",{"text":85,"@type":77},"The p-value for the comparison of post-test scores between the control and experimental groups was 0.002, indicating a statistically significant 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