Post-test means favoured the prior knowledge questions group over the control group¶

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? The experimental group's post-test mean (78.50, SD 12.12) was higher than the control group's (51.50, SD 7.80). → 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

Descriptive post-test comparison in the quasi-experiment: experimental mean 78.50 (SD 12.12) versus control mean 51.50 (SD 7.80), 30 pupils per group. The authors attribute the difference "probably" to the prior knowledge questions, which the control group was not exposed to.

"Table 2 shows that the mean and standard deviation of the experimental group appears to be higher than that of the control group. This is probably because of the prior knowledge questions."

Discussion¶

Related Claims¶

• Teaching reading comprehension with prior knowledge questions improves primary pupils' reading comprehension performance — possibly the same claim (merge candidate)
• The experimental and control groups did not differ significantly in programming knowledge at pretest — related
• Post-intervention knowledge and skill scores rise 20–50% over pre-intervention scores in reviewed SBL studies — a broader claim this one bears on
• Experimental-group students taught through the e-content package showed a significant pre-to-post gain in IUPAC nomenclature achievement — related
• Post-test Geography Achievement Test scores of the portfolio-assessment group were significantly higher than those of the discussion-method control group — related