No significant difference in reading comprehension between the magazine-making and wall-newspaper project groups, supporting the second null hypothesis¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The reading comprehension scores of the two experimental groups did not differ significantly (mean difference = .57500, p = .701), so the nature of the project-based activity did not affect outcomes. → Mona Poorverdi Shiraz and Ebrahim Ezati Larsari 2014

Evidence¶

Mona Poorverdi Shiraz and Ebrahim Ezati Larsari 2014¶

Mona Poorverdi Shiraz and Ebrahim Ezati Larsari. (2014). The Effect of Project-Based Activities on Intermediate EFL Students' Reading Comprehension Ability. The Journal of Effective Teaching, Vol. 14, No.3, 38-54. https://uncw.edu/cte/et/

q2 · i? · causal · r2

Tukey HSD comparison between Experimental A (magazines) and Experimental B (wall newspapers), each n = 40, on the post-test. The article reports a mean difference of .57500 with p = .701, concluding "there is no significant difference between the two experimental groups in terms of their reading comprehension scores."

"Table 8 showed that the mean diffe rence between the two experimental groups was .57500 and p(.701) ≥ (0.05)."

Discussion¶

Related Claims¶

• Both project-based groups (magazine and wall newspaper) significantly outperformed the control group on reading comprehension, with the largest mean difference between the wall newspaper group and the control group — related
• Project-based activities significantly improve intermediate EFL students' reading comprehension compared with communicative language teaching instruction — related