Traditional reading comprehension instruction produced no statistically significant pre-test to post-test improvement in the control group¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · 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.
q2 i? The control group's observed t-values on both reading comprehension tests were not significant at 0.05 (t = 2.350 and t = 2.360, df = 38). → Hanna Onyi Yusuf 2013
Evidence¶
Hanna Onyi Yusuf 2013¶
Hanna Onyi Yusuf. (2013). Impact Of Using Joint Productive Activity Approach On Second Language Learners' Performance In Reading Comprehension At The Basic Education Level In Nigeria. Advances in Language and Literary Studies 4(1). https://doi.org/10.7575/aiac.alls.v.4n.1p.51
q2 · i? · causal · r1
Control group of 20 students at GJSS Makera received normal reading comprehension lessons for six weeks. T-tests on the two tests gave t = 2.350 and t = 2.360 (df = 38), not significant at 0.05; means moved from 48.50/45.00 to 52.50/49.00. No effect size is printed; equivalence was not tested.
"From table 4, the observed t-values were found not to be significant at 0.05. Hence one can say that the traditional method has no significant impact on performance of second language learners in reading comprehension."
Discussion¶
Related Claims¶
- Students taught reading comprehension with Joint Productive Activity scored higher on post-tests than students taught by the traditional method — related
- Six weeks of Joint Productive Activity instruction significantly improved Nigerian Junior Secondary II students' reading comprehension performance from pre-test to post-test — related
- Team teaching produces significantly higher EFL eleventh-grade reading comprehension post-test scores than traditional single-teacher instruction — related
- Instruction through Telegram groups produces significantly higher intermediate EFL reading comprehension post-test scores than traditional classroom instruction — related
- Telegram-group instruction yields significantly larger reading comprehension gain scores than traditional classroom instruction, with a printed effect size of .50 — related
- MI-based instruction significantly improved reading comprehension relative to traditional instruction, tested by independent-samples t-test — related
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