The “SQP2RS via WTL” strategy produced significantly higher 10th-grade English reading comprehension scores than traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Tenth graders taught with the “SQP2RS via WTL” strategy scored significantly higher on a reading comprehension achievement test than peers taught by the traditional method. → 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 · r2

Quasi-experimental study of 139 tenth graders in two Bethlehem schools, experimental group taught with “SQP2RS via WTL”, control by traditional method, three months, pre/post reading comprehension achievement test analyzed with 3-way ANCOVA. The F value was (88.025) with significant level (0.000).

"Table (4) shows that F value was (88.025) for the differences between mean scores of learners’ level in the two groups in the reading comprehension achievement tes t (experimental and control), and the significant l evel was (0.000)"

Discussion¶

Related Claims¶

• No statistically significant difference in reading comprehension due to gender alone — related
• High pre-achievement students significantly outscored low pre-achievement students in reading comprehension — related
• Teaching ninth-grade English reading texts with electronic mind maps (IMindMap) produced significantly higher reading comprehension posttest scores than the traditional method — related
• Group × pre-achievement interaction favored high achievers in the experimental group and narrowed the high–low gap — related
• Group × gender interaction favored females in the experimental group — related
• Gender × pre-achievement interaction favored males in the high achievement group — related
• Computer-assisted teaching of the passive voice produced significantly higher post-test achievement than traditional instruction among Jordanian first-secondary EFL pupils — related