CDA-based reading instruction does not differ significantly between male and female EFL students¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2019 · 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? Male and female experimental students showed no statistically significant difference in reading comprehension gains (male gain 7.73, female gain 7.23). → Javadi 2019
Evidence¶
Javadi 2019¶
Javadi, J., & Mohammadi, M. (2019). The Effect of Critical Discourse-Based Instruction on Iranian English Major Students’ Reading Comprehension. International Journal of Instruction, 12(1), 33-52. https://eric.ed.gov/?id=EJ1201136
q2 · i? · causal · r2
Independent t-test on pre-to-post gains of male and female students in the experimental groups; the printed table gives t = 0.528, P = 0.600, and the article reports males gained 07.73 and females 07.23, a null finding with no effect size reported.
"Since the probability level is significantly higher than 0.05, there is no significant difference between the two groups. In a nutshell, it cannot be said that critical discourse-based instruction varies between genders."
Discussion¶
Learner Variables¶
- Gender — moderator: an instructional effect differs by group
Related Claims¶
- Critical discourse-based instruction significantly improves EFL learners' reading comprehension compared with conventional instruction — related
- Collaborative joint reading through a teacher's blog produces significantly larger reading comprehension gains than individual reading of the same stories on paper — related
- Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
- Female EFL learners attain significantly higher reading comprehension scores than male learners under question-generation strategy — reports the opposite
- Experimental-group females significantly outperformed both control-group subgroups in post-hoc comparisons — related
- Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
- Achievement differences favor females over males under both teaching conditions, with a small effect — reports the opposite
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by process:wiki-ingest on 2026-11-02 |
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