Female EFL learners attain significantly higher reading comprehension scores than male learners under question-generation strategy¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · 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? A t-test comparing post-test scores of experimental males (M = 24.83) and experimental females (M = 30.4) revealed a significant difference favoring females. → Khansir 2014
Evidence¶
Khansir 2014¶
Khansir, A. A., & Dashti, J. G. (2014). The Effect of Question-Generation Strategy on Iranian EFL Learners' Reading Comprehension Development. English Language Teaching, 7(4), 38-44. http://dx.doi.org/10.5539/elt.v7n4p38
q2 · i? · causal · r1
Between-gender comparison of 60 experimental-group students (30 male, 30 female). The t-test was significant (t = -3.796, p = .000), with female post-test mean of 30.4 exceeding the male mean of 24.83.
"In the third hypothesis, t-test revealed that there is significant difference between the males and females' scores in their pre-test and post-test regarding to experimental and control groups in this research."
Discussion¶
Learner Variables¶
- Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
Related Claims¶
- Question-generation strategy significantly improves Iranian male EFL learners' reading comprehension — related
- Male and female experimental groups did not differ significantly in reading comprehension at post-test after Telegram instruction — related
- Male and female experimental and control students were homogeneous in reading comprehension before the treatment — related
- The article reports a significant mediating effect of gender on the role of sight translation in reading ability acquisition, while its own printed posttest means for females and males are nearly identical — related
- Question-generation strategy significantly improves Iranian female EFL learners' reading comprehension — 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
- Jigsaw's advantage over conventional instruction held for both male and female students, with no significant main effect of treatment on gender — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-02 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.