Pupils taught with prior knowledge questions showed greater involvement and participation in lessons¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Observed lessons showed a general increase in involvement and participation among experimental-group pupils, who eagerly shared experiences during passage discussions. → 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

Authors' observational account from lessons conducted during the eight-week treatment: pupils and teachers discussed passages before, during and after reading, and each pupil was eager to share experiences. Control pupils, not exposed to prior knowledge questions, were described as passive most of the time.

"There is a general increase in the level of involvement and participation of pupils in the experimental group probably because of the activities pupils were engaged in."

Discussion¶

Related Claims¶

• Teaching reading comprehension with prior knowledge questions improves primary pupils' reading comprehension performance — related
• Positioning students as sources increases productive participation in science discourse — a broader claim this one bears on
• In chemistry cycle 1, students actively engaged in experimentation still did worse on the volume-rate item, with correct answers falling 6% from pre-test to post-test — related
• JPA lessons showed increased learner involvement and participation compared with passive traditional lessons — related