The cloze instructional approach produces significantly higher Igbo language reading comprehension achievement than the conventional discussion approach among senior secondary students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught with the cloze instructional approach achieved significantly higher adjusted mean Igbo reading comprehension scores than students taught with the conventional discussion approach. → Nneka Justina Eze 2015

Evidence¶

Nneka Justina Eze 2015¶

Nneka Justina Eze. (2015). Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension. Journal of Education and Practice, Vol.6, No.21. https://eric.ed.gov/?id=EJ1079076

q3 · i? · causal · r2

Quasi-experimental pretest-posttest non-equivalent control group study of two intact Senior Secondary Class 1 classes (47 cloze, 42 control), analyzed with ANCOVA at 95% confidence level. The cloze group's adjusted mean was 55.96 versus 41.64 for the conventional group, and the article reports a statistically significant difference in favour of the cloze instructional approach.

"Since the calculated value ( 90.214) is greater than the critical value (3,92) at the alpha level of 0.05 the researcher rejects the null hypo thesis and concludes that there is significant difference in t he mean reading comprehension scores of students ta ught Igbo Language reading using cloze instructional approach and those taught Igbo reading using the conventional method."

Discussion¶

Related Claims¶

• Male and female students taught Igbo language reading comprehension with the cloze approach do not differ significantly in achievement — a narrower finding that bears on this claim
• There is no significant interaction between teaching method and gender on Igbo language reading comprehension achievement — a narrower finding that bears on this claim