The article reports a statistically significant final-exam difference in reading between the experimental and control groups¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group scored significantly higher than the control group on the end-of-term final reading exam. → Fattah 2016
Evidence¶
Fattah 2016¶
Said Fathy El Said Abdul Fattah. (2016). The Effectiveness of Using Blogs as an Independent Learning Tool to Develop Reading Skills for University Students. Journal of Education and Practice, Vol.7, No.32. https://eric.ed.gov/?id=EJ1122464
q2 · i? · causal · r1
Independent-samples t-test (Table 3) on final reading exam marks: experimental group M = 83.4545 versus control M = 48.1818, t = 5.905, Sig. .000; the article reports the difference as significant in favor of the experimental group.
"Pretest 11 48.1818 16.65424 5.02144 5.905 ,000 Posttest 11 83.4545 10.72720 3.23437"
Discussion¶
Related Claims¶
- Portfolio-based instruction improves EFL learners' reading comprehension scores relative to non-portfolio instruction — related
- The article reports a statistically significant post-test difference between the blog group and the control group in reading skills, though its printed means show the control group scoring higher — possibly the same claim (merge candidate)
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by process:wiki-ingest on 2026-11-02 |
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