ELBRCS intervention produced a significant group-by-interval interaction in Reading Comprehension Test scores favouring the experimental group over the control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 In the mixed-design ANOVA, the test/interval interaction with groups significantly affected RCT score change between the experimental and control groups (Wilk's Lambda = 0.525, F(1,88) = 79.677, p = 0.000, partial eta value = 0.475). → Yussof et al. 2013

Evidence¶

Yussof et al. 2013¶

Yusfarina Mohd Yussof, Abdul Rasid Jamian, Zaitul Azma Zainon Hamzah, Samsilah Roslan. (2013). Students’ Reading Comprehension Performance with Emotional Literacy-Based Reading Comprehension Strategy. International Journal of Education & Literacy Studies 1(1). https://doi.org/10.7575/aiac.ijels.v.1n.1p.82

q2 · i2 · causal · r2

Quasi-experimental non-equivalent group pre-post study of 90 Form Two students (45 per group) in Hulu Langat, Selangor. The mixed-design ANOVA shows a "significant interaction" with Wilk's Lambda 0.525, F=(1,88)=79.7, p=0.000, and a printed effect size of "partial eta value=0.475".

"The Anova (Mixed Design) analysis administered with the two groups (control and experimental) shows a significant interaction. The obtained Wilk's Lambda value is 0.525 with the significant value(p)=0.000 (lesser than α value), F=(1,88)=79.7 and partial eta value=0.475."

Discussion¶

Related Claims¶

• The Interval*Group interaction effect on RCT scores was a medium effect (partial eta² = 0.659 per the article's reading of Cohen, 1988) — possibly the same claim (merge candidate)
• The experimental group's RCT mean-score increment exceeded the control group's increment (53.26 to 59.63 versus 54.14 to 55.34) — related