Grade XI EFL students taught reading comprehension with the INSERT strategy achieved higher scores than those taught with SQ3R¶

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? Students taught with INSERT scored higher on a reading comprehension test than students taught with SQ3R (F observed 27.32 > 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

Quasi-experimental study of 76 grade XI students in two classes (38 each), taught over six meetings in five weeks, analyzed with two-way ANOVA at α = 0.05; the article reports "The students’ achievement in Reading Comprehension taught by using INSERT strategy was higher" with F obs (27.32) > F tab (3.98).

"The students’ achievement in Reading Comprehension taught by using INSERT strategy was higher that those taught by using SQ3R strategy was really true"

Discussion¶

Related Claims¶

• Students with high curiosity achieved higher reading comprehension scores than students with low curiosity — related
• Teaching strategy and curiosity interact: INSERT suits high-curiosity students while SQ3R suits low-curiosity students — related