The combined Pre-question/Genre strategy produced the highest attitude to reading, exceeding Pre-question, Genre and Control groups¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Scheffe post-hoc comparisons, the Pre-question/Genre group's attitude mean (136.0) exceeded the Control (122.5), Genre (122.9) and Pre-question (124.2) group means. → Fola-Adebayo 2014

Evidence¶

Fola-Adebayo 2014¶

Fola-Adebayo, T.J., 2014, 'Influence of Pre-question and genre-based instructional strategies on reading', Reading & Writing 5(1), Art. #51, 9 pages. https://doi.org/10.4102/rw.v5i1.51

q3 · i? · causal · r2

Scheffe Test on attitude scores from the same randomised block experiment, reported in Table 5. The Pre-question/Genre group (x = 136.0) separated into a different homogeneous subset from Control (122.5), Genre (122.9) and Pre-question (124.2); no effect size is printed.

"Students in the Pre-question/Genre x = 136.0 group held the highest attitude mean score indicating they held the highest positive attitude to reading."

Discussion¶

Related Claims¶

• Scheffe post-hoc comparisons ranked concept mapping highest, followed by cooperative learning, then conventional teaching, with all pairwise differences significant — related
• The only significant pairwise post-test difference in attitudes was between two e-learning-taught groups differing only in pre-test exposure, favouring the pre-tested group — related
• Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — related
• Instructional strategy has a significant main effect on undergraduates' attitude to reading — a broader claim this one bears on