Teaching strategy and curiosity interact: INSERT suits high-curiosity students while SQ3R suits low-curiosity students¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? There was a significant interaction between teaching strategy and curiosity on reading comprehension (F observed 15.43 > F table 3.98). → Busmin Gurning & Aguslani Siregar 2017 q2 i? Tukey testing showed low curiosity matched SQ3R and high curiosity matched INSERT. → Busmin Gurning & Aguslani Siregar 2017 (2)

Evidence¶

Busmin Gurning & Aguslani Siregar 2017¶

Busmin Gurning & Aguslani Siregar. (2017). The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p191

q2 · i? · causal · r1

Two-way ANOVA interaction term in the 76-student factorial quasi-experiment; the article reports "There is an interaction between teaching strategy and students’ curiosity in reading comprehension" with F obs (15.43) > F tab (3.98).

"There is an interaction between teaching strategy and students’ curiosity in reading comprehension was really true"

Busmin Gurning & Aguslani Siregar 2017 (2)¶

Busmin Gurning & Aguslani Siregar. (2017). The Effect of Teaching Strategies and Curiosity on Students’ Achievement in Reading Comprehension. English Language Teaching, 10(11). https://doi.org/10.5539/elt.v10n11p191

q2 · i? · causal · r1

Post-hoc Tukey test applied to verify the interaction among cell comparisons in the same quasi-experiment; it showed "sudents’ lower curiosity is matching to the use of SQ3R" and higher curiosity matching INSERT.

"The Tuckey test described and showed that sudents’ lower curiosity is matching to the use of SQ3R and students’ higher curiosity is also matching to the use of INSERT strategy in teaching reading comprehension"

Discussion¶

Learner Variables¶

• Interest — moderator: an instructional effect differs with it

Related Claims¶

• Students with high curiosity achieved higher reading comprehension scores than students with low curiosity — related
• Grade XI EFL students taught reading comprehension with the INSERT strategy achieved higher scores than those taught with SQ3R — related
• There is no interaction between teaching technique and students' reading habit in teaching reading comprehension — related
• There is no interaction between reading strategy and English proficiency in academic content-area reading comprehension — related