Teaching reading comprehension with prior knowledge questions improves primary pupils' reading comprehension performance¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Primary five pupils taught with prior knowledge questions for eight weeks significantly outperformed control pupils on a reading comprehension post-test. → Hanna Onyi Yusuf & Sadiq Mohammed 2013

Evidence¶

Hanna Onyi Yusuf & Sadiq Mohammed 2013¶

Hanna Onyi Yusuf & Sadiq Mohammed. (2013). Influence of Prior Knowledge Questions on Pupils' Performance in Reading Comprehension in Primary Schools in Kaduna, Nigeria. Advances in Language and Literary Studies, 4(1). https://doi.org/10.7575/aiac.alls.v.4n.1p.134

q2 · i? · causal · r1

Quasi-experimental non-randomized control study: 30 experimental pupils at Ungwar Dosa and 30 control pupils at Ungwar Rimi taught for eight weeks; t-test compared post-test performance. The article reports the null hypothesis was rejected at the 0.05 level, "meaning prior knowledge questions influence pupils' performance in reading comprehension."

"Table 3 shows that the calculated value (7.062) is greater than the critical value of (2.201) at degree of freedom 29 and at 0.05 level of significance. Hence the null hypothesis is rejected, meaning prior knowledge questions influence pupils' performance in reading comprehension."

Discussion¶

Related Claims¶

• Pupils taught with prior knowledge questions showed greater involvement and participation in lessons — related
• Post-test means favoured the prior knowledge questions group over the control group — possibly the same claim (merge candidate)
• Advance organizers aided learning in a 1980 meta-analysis, but activating prior topic knowledge did not improve primary pupils' text comprehension in one experiment — related
• Experimental and control pupils showed equivalent reading ability at pre-test — related