Post-test comprehension scores did not differ significantly between the strategy-instruction and skill-based groups despite a higher experimental mean¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The independent t-test comparison of post-test means between the experimental group (62.73) and control group (60.56) was not statistically significant (p=.695). → Bogale 2018

Evidence¶

Bogale 2018¶

Bogale, Y. N. (2018). Conceptualizing Reading to Learn: Strategy Instruction and EFL Students' Reading Comprehension. International Journal of Curriculum and Instruction 10(2), 93–117. https://eric.ed.gov/?id=EJ1207221

q2 · i? · causal · r1

Independent-samples t-test (df=107) comparing post-test scores of the experimental group (n=55, mean 62.73) and control group (n=54, mean 60.56). The article also reports more control-group students (3, 5.6%) than experimental students (1, 1.8%) scored below 50% on the post-test.

"The independent t- test results of this study revealed a non-significant trend indicating no statistically significant difference between the post-test mean scores of the experimental group and the contr ol group at .695 level (Significant <0.05)."

Discussion¶

Related Claims¶

• The mixed-algorithm grouping intervention did not significantly change comprehension test performance despite slightly higher experimental mean — related
• Explicit reading strategy instruction produced a statistically significant pre-to-post gain in reading comprehension for Ethiopian EFL university students — related
• The control group also improved significantly from pre-test to post-test under direct instruction, but less than the experimental group — related