High pre-achievement students significantly outscored low pre-achievement students in reading comprehension¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Reading comprehension post-test scores differed significantly by level of pre-achievement, favoring the high achievement group. → Ziad Mohammed Mahmoud Qabaja 2016

Evidence¶

Ziad Mohammed Mahmoud Qabaja 2016¶

Ziad Mohammed Mahmoud Qabaja, Jamal Subhi Ismail Nafi’, Maisa’ Issa Khalil Abu-Nimah. (2016). The Effect of Using the “SQP2RS via WTL” Strategy through Science Context to 10th Graders’ Reading Comprehension in English in Palestine. Journal of Education and Practice, Vol.7, No.26. https://eric.ed.gov/?id=EJ1115849

q3 · i? · causal · r1

3-way ANCOVA on the reading comprehension achievement test showed a significant pre-achievement level effect; adjusted means were 39.661 (high achievement) versus 32.322 (low achievement), in favor of the high achievement group.

"F value was (25.103) for the differences between mean scores of learners’ level in the reading comprehension achiev ement test according to the level of pre-achievemen t, and the significant level was (0.000)"

Discussion¶

Related Claims¶

• High ability students achieved more than low ability students in both the constructivist and the transmissive learning environments — related
• Group × pre-achievement interaction favored high achievers in the experimental group and narrowed the high–low gap — related
• The “SQP2RS via WTL” strategy produced significantly higher 10th-grade English reading comprehension scores than traditional teaching — related