MI-based instruction significantly improved reading comprehension relative to traditional instruction, tested by independent-samples t-test¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2012 · 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? Because ANCOVA assumptions were not obtained for reading comprehension, an independent-samples t-test showed a significant difference between groups at the .01 level. → Habib Soleimani 2012
Evidence¶
Habib Soleimani 2012¶
Habib Soleimani, Ahmad Moinnzadeh, Zohreh Kassaian & Saeed Ketabi. (2012). The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English. English Language Teaching, 5(9). https://doi.org/10.5539/elt.v5n9p45
q2 · i? · causal · r1
Independent-samples t-test comparing experimental (n=32) and control (n=29) groups on the reading comprehension subtest, applied because the homogeneity assumptions for ANCOVA "was not obtained"; t = 2.95, df 55, exceeded the critical value 2.16, significant at p = .01.
"The t-observed which is 2.95 with the df of 55 is larger than the critical amount which is 2.16. Therefore, with a 99% confidence it can be claimed that the research hypothesis claiming the existence of difference between MI-based instruction of reading comprehension compared with the traditional ways of teaching is accepted"
Discussion¶
Related Claims¶
- MI-based instruction significantly improved students' attitudes toward learning English relative to traditional instruction — related
- MI-based instruction significantly improved the vocabulary sub-skill of General English relative to traditional instruction — related
- MI-based instruction significantly improved the structure sub-skill of General English relative to traditional instruction — related
- MI-based instruction produced significantly greater overall improvement in General English achievement than traditional instruction among Iranian university students — related
- Automatization of the phonological component through pronunciation practice improves ESP students' reading comprehension more than traditional translation-based instruction — related
- Traditional reading comprehension instruction produced no statistically significant pre-test to post-test improvement in the control group — related
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