Students with high curiosity achieved higher reading comprehension scores than students with low curiosity¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? High-curiosity students outperformed low-curiosity students in reading comprehension (F observed 6.92 > F table 3.98). → Busmin Gurning & Aguslani Siregar 2017

Evidence¶

Busmin Gurning & Aguslani Siregar 2017¶

Busmin Gurning & Aguslani Siregar. (2017). The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p191

q2 · i? · causal · r1

Two-way ANOVA on the same 76-student quasi-experiment; curiosity was measured with a twenty-item Likert-scale questionnaire and split into high and low groups. The article reports "The students’ achievement in Reading Comprehension with high curiosity got higher than those low curiosity" with F obs (6.92) > F tab (3.98).

"The students’ achievement in Reading Comprehension with high curiosity got higher than those low curiosity was really true"

Discussion¶

Learner Variables¶

• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Teaching strategy and curiosity interact: INSERT suits high-curiosity students while SQ3R suits low-curiosity students — related
• Grade XI EFL students taught reading comprehension with the INSERT strategy achieved higher scores than those taught with SQ3R — related
• Positive information prediction errors are associated with better memory for low-curiosity answers, more strongly at older ages — related