In the cognitive strategy group, older learners' reading scores were higher (r = 0.5, p = 0.04)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Learners' age correlated positively with reading scores in the cognitive group (r = 0.5, p = 0.04). → Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015

Evidence¶

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015¶

Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh. (2015). A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning strategies and their relationships with EFL Learners' Reading Comprehension Promotion. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.6n.3p.166

q2 · i3 · causal · r1

Pearson correlation of age with reading scores in the cognitive group of the quasi-experiment (N=30). The article reports "r=0.5" with p=0.04, interpreting that the higher learners' age the higher their reading scores.

"according to Pearson correlations the significant level is p=0.04 and it is less than 0.05 and r=0.5. Consequently, null hypothesis is rejected and alternative hypothesis is approved and there is significant meaningful level between two variables, so it certifies that the higher learners' age the higher reading scores in cognitive group will be."

Discussion¶

Related Claims¶

• In the metacognitive strategy group, older learners' reading scores were lower (r = -.427, p = .019) — related
• In the social/affective strategy group, age showed no relationship with reading scores (r = .083, p = .663) — related