Instructional strategy has a significant main effect on undergraduates' attitude to reading¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Attitude scores differed significantly across the Pre-question, Genre, Pre-question/Genre and Control groups. → Fola-Adebayo 2014
Evidence¶
Fola-Adebayo 2014¶
Fola-Adebayo, T.J., 2014, 'Influence of Pre-question and genre-based instructional strategies on reading', Reading & Writing 5(1), Art. #51, 9 pages. https://doi.org/10.4102/rw.v5i1.51
q3 · i? · causal · r2
ANCOVA of Students' Attitude Questionnaire data from the same 285-student randomised block experiment. The article reports F(3,231) = 30.9; p < 0.05, so Ho2 was rejected; no effect size is printed.
"the instructional strategy has a significant main effect on the attitude of the undergraduates to reading (F(3,231)= 30.9; p < 0.05)"
Discussion¶
Related Claims¶
- Instructional strategy (Pre-question, genre-based, or combined) shows no significant main effect on science undergraduates' reading comprehension achievement — related
- The combined Pre-question/Genre strategy produced the highest attitude to reading, exceeding Pre-question, Genre and Control groups — a narrower finding that bears on this claim
- Verbal ability and gender each showed significant main effects on attitude to reading — related
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