Reading lessons using metacognitive strategy produced significantly higher post-test comprehension performance than conventional lessons among moderate-achieving primary students¶
Claim · All claims
Evidence · 1 study · causalr1·q3
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.
q3 i? After six treatment sessions, the experimental group's mean post-test comprehension score (13.30) was significantly higher than the control group's (7.30), t(60) = 12.96, p < 0.05. → Yahya Othman 2014
Evidence¶
Yahya Othman 2014¶
Yahya Othman, Zamri Mahamud & Noradinah Jaidi. (2014). The Effects of Metacognitive Strategy in Reading Expository Text. International Education Studies, 7(13). https://doi.org/10.5539/ies.v7n13p102
q3 · i? · causal · r1
Independent-samples t-test on post-test scores of 30 experimental and 30 control Standard 4 students after six lesson sessions; experimental mean 13.30 (SD 1.75), control mean 7.30 (SD 1.84), a "mean difference between experimental group and internal control post-test is 6.00".
"The T-test analysis showed that there is a significant difference in mean for reading comprehension performance between the score of experimental group and control group, t (60) = 12.96, p < 0.05."
Discussion¶
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