Prior knowledge of topics and instructional objectives before instruction raises Literature-in-English achievement more than conventional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? SS II students taught with prior knowledge of topics and instructional objectives scored significantly higher on the LAT than students taught by conventional method (ANCOVA F-cal 68.206 > table value 6.85, p < 0.05). → Mbah 2015

Evidence¶

Mbah 2015¶

Mbah, B. A. (2015). Effects of prior knowledge of topics and the instructional objectives on students' achievement in Literature-in-English. Journal of Education and Practice, 6(20). https://eric.ed.gov/?id=EJ1079053

q2 · i? · causal · r2

Quasi-experimental pretest-posttest non-equivalent control group study of 120 SS II students in four co-educational schools; two schools formed the treatment group and two the control group. ANCOVA of posttest scores showed "the null hypothesis is therefore rejected" in favour of the treatment group.

"Table 3 indicates that f-cal value of 68. 206 is greater than the table value of 6.85 at. 05 level of significance. Since the f-cal is grater than the ta ble value, the null hypothesis is therefore rejected."

Discussion¶

Related Claims¶

• Treatment-group students scored a mean of 70.12 versus 48.03 for conventionally taught students on the Literature-in-English Achievement Test — possibly the same claim (merge candidate)
• Male-female achievement difference among students given prior topics and instructional objectives is not statistically significant — related
• The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — related