Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/111911


Title: Effect of knowledge building pedagogy on student' reading comprehension
Authors: Wang, Chinghua
Contributors: 教育系
Keywords: Education;Control groups;Data-sources;Experimental groups;Independent samples t tests;Knowledge building;PIRLS;Reading comprehension;Reading literacies;Students
Date: 2015-12
Issue Date: 2017-08-10 15:17:45 (UTC+8)
Abstract: The purpose of this study was to investigate the effects of knowledge building pedagogy on grade4 students' reading comprehension. Data sources mainly came from experimental group and control group' average scores on PIRLS (Progress in International Reading Literacy Study). and data analysis was done by using an independent-samples t-test to compare average PIRLS' scores between the experimental group and the control group. The results are as follows: Experimental group and control group' PIRLS scores significantly increased in eighteen weeks and there was a statistically significant in that the experimental group outperformed the control group in terms of the pre-post increased PIRLS scores.
Relation: Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 79-84
23rd International Conference on Computers in Education, ICCE 2015; Hangzhou; China; 30 November 2015 到 4 December 2015; 代碼 122192
Data Type: conference
Appears in Collections:[教育學系] 會議論文

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