Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test reading comprehension achievement did not differ significantly across Pre-question, Genre, Pre-question/Genre and Control groups. → Fola-Adebayo 2014

Evidence¶

Fola-Adebayo 2014¶

Fola-Adebayo, T.J., 2014, 'Influence of Pre-question and genre-based instructional strategies on reading', Reading & Writing 5(1), Art. #51, 9 pages. https://doi.org/10.4102/rw.v5i1.51

q3 · i? · causal · r2

ANCOVA on pre-post data from a randomised block experiment with 285 first-year undergraduates at two Nigerian specialised universities, three experimental groups and one control over four weeks. The article reports F(3,260) = 2.5; p > 0.05, so Ho1 was accepted.

"the main effect of instructional strategy is not significant on the achievement of the undergraduates in reading comprehension ( F(3,260) = 2.5; p > 0.05)"

Discussion¶

Related Claims¶

• Instructional strategy has a significant main effect on undergraduates' attitude to reading — related
• Seventh-grade Thai students taught with applied instruction through the genre-based approach achieved significantly higher English reading comprehension post-test scores than students taught with the teacher's manual — reports the opposite
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — reports the opposite
• The combined Pre-question/Genre strategy produced the highest attitude to reading, exceeding Pre-question, Genre and Control groups — related
• Experimental group's reading scores improved significantly from pretest to posttest under genre-based instruction — reports the opposite
• The control group taught with the teacher's manual showed no statistically significant within-group gain in reading comprehension from pre-test to post-test — related
• Scheffe post-hoc comparisons ranked concept mapping highest, followed by cooperative learning, then conventional teaching, with all pairwise differences significant — related
• Seventh-grade Thai students taught with the genre-based approach reported significantly higher motivation to read English than students taught with the teacher's manual — related