Experimental group's reading scores improved significantly from pretest to posttest under genre-based instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean reading score rose from 52.12 at pretest to 67.50 at posttest, a statistically significant paired difference (p = .000). → Rezvan Adelnia 2016

Evidence¶

Rezvan Adelnia 2016¶

Rezvan Adelnia, Hadi Salehi. (2016). Improving Iranian High School Students' Reading Comprehension Using the Tenets of Genre Analysis. Advances in Language and Literary Studies, 7(4). https://doi.org/10.7575/aiac.alls.v.7n.4p.187

q2 · i? · causal · r2

Paired-samples t-test on the 40 experimental participants' pre and posttest scores (Table 4: t = -5.536, df = 39, Sig. = .000). The article states this rejects the first null hypothesis and that "the difference between the performance of the experimental group in pretest and posttest is statistically significant".

"As it is seen in Table 3, the mean difference of the participants in experimental group in pre and posttest is 15.38, with the mean score of pretest being 52.12 and that of posttest being 67.50."

Discussion¶

Related Claims¶

• Genre-based reading instruction produces significantly higher reading posttest scores than traditional instruction for Iranian female high school EFL learners — related
• Seventh-grade Thai students taught with applied instruction through the genre-based approach achieved significantly higher English reading comprehension post-test scores than students taught with the teacher's manual — related
• Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — reports the opposite