Six weeks of Joint Productive Activity instruction significantly improved Nigerian Junior Secondary II students' reading comprehension performance from pre-test to post-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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? The experimental JPA group's pre-test to post-test gains were statistically significant on both reading comprehension tests (t = 4.69 and t = 4.81, df = 38, p ≤ 0.05). → Hanna Onyi Yusuf 2013
Evidence¶
Hanna Onyi Yusuf 2013¶
Hanna Onyi Yusuf. (2013). Impact Of Using Joint Productive Activity Approach On Second Language Learners' Performance In Reading Comprehension At The Basic Education Level In Nigeria. Advances in Language and Literary Studies 4(1). https://doi.org/10.7575/aiac.alls.v.4n.1p.51
q2 · i? · causal · r1
Quasi-experimental pre-test/post-test study: 20 Junior Secondary II students at GJSS Doka taught reading comprehension with JPA for six weeks. T-tests on two comprehension tests gave t = 4.69 and t = 4.81 (df = 38), significant at 0.05; means rose from 46.00/48.50 to 70.00/68.50. No effect size is printed.
"From Table 3, the observed t-values were found to be significant at 0.05. Hence, the null hypothesis which states that there is no significant impact of the joint productive activity approach on the performance of second language learners in reading comprehension is rejected"
Discussion¶
Related Claims¶
- Students taught reading comprehension with Joint Productive Activity scored higher on post-tests than students taught by the traditional method — related
- Activating prior knowledge with Preview-and-Predict and K-W-L strategies raises English comprehension achievement in junior secondary students — related
- Traditional reading comprehension instruction produced no statistically significant pre-test to post-test improvement in the control group — related
- JPA lessons showed increased learner involvement and participation compared with passive traditional lessons — related
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