The experimental group showed a significant pre-to-post gain in reading comprehension after presentation strategy instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A paired-samples t-test on the experimental group's pre- and post-test scores was significant (t = 20.018, df = 30, sig. .000), with a mean paired difference of 9.677. → Hooshang Khoshsima & Forouzan Rezaeiantiyar 2014

Evidence¶

Hooshang Khoshsima & Forouzan Rezaeiantiyar 2014¶

Hooshang Khoshsima & Forouzan Rezaeiantiyar. (2014). The Effect of Presentation Strategy on Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 5(3). https://doi.org/10.7575/aiac.alls.v.5n.3p.101

q2 · i? · causal · r2

Paired-samples t-test (Table 4) comparing the experimental group's reading comprehension pre- and post-test scores: mean paired difference 9.677, t = 20.018, df = 30, Sig. (2-tailed) .000. The article reports the difference as significant; no standardized effect size is printed.

"Pre-and post-test 9.677 1.301 .234 -5.155 -4.200 20.018 30 .000"

Discussion¶

Related Claims¶

• Presentation strategy instruction produces significantly higher reading comprehension post-test scores than ordinary strategy-based instruction for Iranian intermediate EFL learners — related
• Experimental group's reading scores improved significantly from pretest to posttest under genre-based instruction — related
• Pre-post score correlations were near-perfect in the experimental group (r = .990) and moderate in the control group (r = .63) — related
• The video-instructed experimental group improved significantly from pre-test to post-test — related