scholarly journals Hierarchical Diagnostic Classification Modeling of Reading Comprehension

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093106
Author(s):  
Mona Tabatabaee-Yazdi
Keyword(s):  
Reading Comprehension ◽  
Gender Gap ◽  
Classification Model ◽  
Diagnostic Classification ◽  
Entrance Examination ◽  
Comprehension Test ◽  
Classification Consistency ◽  
Significant Difference ◽  
Accuracy Indices ◽  
University Entrance Examination

The Hierarchical Diagnostic Classification Model (HDCM) reflects on the sequences of the presentation of the essential materials and attributes to answer the items of a test correctly. In this study, a foreign language reading comprehension test was analyzed employing HDCM and the generalized deterministic-input, noisy and gate (G-DINA) model to determine and compare respondents’ mastery profiles in the test’s predefined skills and to illustrate the relationships among the attributes involved in the test to capture the influence of sequential teaching of materials on increasing the probability of getting an item a correct answer. Furthermore, Differential Item Functioning (DIF) analysis was applied to detect whether the test functions as a reason for the gender gap in participants’ achievement. Finally, classification consistency and accuracy indices are studied. The results showed that the G-DINA and one of the HDCMs fit the data well. However, although the results of HDCM showed the existence of attribute dependencies in the reading comprehension test, the relative fit indices highlight a significant difference between the G-DINA and HDCM, favoring G-DINA. Moreover, results indicate that there is a significant difference between males and females in six items in favor of females. Besides, classification consistency and accuracy indices specify that the Iranian University Entrance Examination holds a 71% chance of categorizing a randomly selected test taker consistently on two distinct test settings and a 78% likelihood of accurately classifying any randomly selected student into the true latent classes. As a result, it can be concluded that the Iranian University Entrance Examination can be considered as a valid and reliable test.

scholarly journals A comparative study of reading comprehension skills among Hungarian students in Hungary and Slovakia

2021 ◽  
Author(s):  
Ildikó Vančo ◽  
Viktória Gergelyová
Keyword(s):  
Reading Comprehension ◽  
Age Groups ◽  
Reading Habits ◽  
School Students ◽  
Actual Performance ◽  
Comprehension Test ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Reading Comprehension Skills ◽  
Two Age Groups

AbstractThe present study aims to map the reading comprehension skills of the primary school students in Hungary and Slovakia and to see what differences there are in the reading habits, self-assessment and actual performance in reading comprehension between the two groups.A total of 240 survey respondents from the two countries and belonging to two age groups participated in this phase of research. The survey consisted of two parts. The first part was a self-completed questionnaire consisting of 23 questions, in which the students' sociological background, language use, reading habits, and subjective opinions related to the assessment of reading comprehension skills were assessed. The second part was a reading comprehension test, which consisted of three sets of texts and questions adapted to the cognitive abilities of the two age groups.An analysis of the answers shows that there is no significant difference between the self-evaluation of students in the two countries regarding their reading comprehension skills. There is however a difference between the reading habits of Hungarian students in Hungary vs. in Slovakia in both age groups, and a significant difference between the results of the reading comprehension test in the groups of students from the two countries.

scholarly journals STUDENTS’ READING AND LISTENING COMPREHENSION BASED ON THEIR LEARNING STYLES

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Titing Magfirah
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Listening Comprehension ◽  
P Value ◽  
Comprehension Test ◽  
Significant Difference ◽  
8Th Grade ◽  
Comprehension Score ◽  
Academic Year

This research aims to know whether there is significant difference of students’ reading and listening comprehension score based on their learning style; visual and auditory at 8th grade students of SMPN 4 Pallangga Gowa in academic year 2016-2017. This study used quantitative method and causal comparative as the design of the study. The instruments of this study were learning style questionnaire, reading comprehension test and listening comprehension test. Further, it used Independent Sample T-Test to analyze the data from learning styles questionnaire, reading and listening comprehension score. Findings of the result reveal that there is no significant difference of students’ reading and listening comprehension score based on two groups learning styles; visual and auditory. The result showed sig. value is 0.592 and 0.594 for the reading comprehension based on two learning styles; visual and auditory, are greater than p-value (0.05), (0.592 and 0.594 >0.05). Similarly, the sig. value of two learning style groups in listening comprehension performance are the same, it is 0.954. Meaning that both sig. values are greater than p-value (0.954> 0.05). Hence, it can be concluded that H0 is accepted and Ha is rejected. Clearly, from the result, it can be said that learning style was not the only one factor affecting students’ reading and listening comprehension score

Critical Thinking and Reading Comprehension among Postgraduate Students: The Case of Gender and Language Proficiency Level

2016 ◽  
Vol 7 (4) ◽  
pp. 802 ◽  
Author(s):  
Soraya Yousefi ◽  
Mojtaba Mohammadi
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Language Proficiency ◽  
English Language ◽  
Pearson Correlation ◽  
Thinking Skills ◽  
English Language Teaching ◽  
Entrance Examination ◽  
Postgraduate Students ◽  
Significant Difference

Critical thinking is believed to have significant contributions to learners’ academic context in the era of technology and explosion of information (Kealey, Holland & Watson, 2005; Oliver & Utermohlen, 1995; Yeh, 2004). The need to think critically is felt more prominently for the postgraduate students with their intense exposure to more readings. This paper aims at probing the role of critical thinking skills in EFL learners’ reading comprehension. In so doing, four hundred and forty-three male and female Iranian EFL postgraduate students in the fields of translation studies and English language teaching at Islamic Azad University, South Tehran and Science and Research branches participated in this study were selected. These students were selected based on their general English proficiency score in MA entrance examination in Iran. Considering the normal distribution of the subjects’ scores, we chose those scores one standard deviation above and below the mean to be in the sample of the study. Consequently, four hundred and forty-three of them were patterned as homogenous and selected for the purpose of this research. Watson-Glaser critical thinking questionnaire and Longman's TOEFL were used to collect data. The Pearson Correlation Coefficient was run to analyze the data. The findings of present study demonstrated that there was a significant relationship between critical thinking and reading comprehension. Also, gender and level of proficiency could not make a statistically significant difference in this respect.

The relationship between test anxiety and learned helplessness

2011 ◽  
Vol 39 (1) ◽  
pp. 101-111 ◽  
Author(s):  
Figen Akca
Keyword(s):  
High Schools ◽  
Test Anxiety ◽  
Learned Helplessness ◽  
Anxiety Scale ◽  
Placement Test ◽  
Entrance Examination ◽  
Significant Difference ◽  
The Relationship ◽  
University Entrance Examination

The purpose in this study was to investigate the relationship between the test anxiety and learned helplessness levels of students preparing for the Turkish High Schools Placement Test (HSPT) and University Entrance Examination (UEE). The study was conducted with the participation of 708 students from Aksaray Province in Turkey, of whom 319 were preparing for HSPT and 389 were preparing for UEE. The Learned Helplessness Scale (Aydın, 1985; Seligman et al., 1984) and the Test Anxiety Scale (Baltaş, 1993) were used to collect data. Although HSPT students scored higher than UEE students for levels of anxiety and learned helplessness, there was no significant difference between level of test anxiety and learned helplessness (r = 0.048).

scholarly journals THE USE OF DIRECTED READING THINKING ACTIVITY STRATEGY TO ENHANCE STUDENTS’ READING COMPREHENSION

2020 ◽  
Vol 7 (1) ◽  
pp. 2176-2190
Author(s):  
Nelson Balisar Panjaitan ◽  
YOHANES LULUANDO SIAGIAN
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Treatment Method ◽  
Comprehension Test ◽  
Significant Difference ◽  
Before And After ◽  
Student Reading ◽  
Directed Reading ◽  
Activity Strategy

Introduction: The purpose of the study is to find out the improvement of student’ reading comprehension through Directed Reading Thinking Activity Strategy. This study was designed to find out the answer to the following question: Is there any significant difference in reading comprehension achievement before  and after giving DRTA treatment?. Method: The instrument used for this study is reading comprehension test, which contained 30 question and administreted to SMP Advent II Bandung.The respondent of this study is the 2nd year students of Junior High School consisted of 26 students. Result: The result of this study showed that class improved in their reading comprehension . In addition, There is a significant use through Directed Reading Thinking Activity Strategy.

scholarly journals The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

2020 ◽  
Vol 10 (2) ◽  
pp. 527
Author(s):  
Marta Sylvia del Río Guerra ◽  
Alejandra Estefanía Garza Martínez ◽  
Jorge Martin-Gutierrez ◽  
Vicente López-Chao
Keyword(s):  
Reading Comprehension ◽  
Augmented Reality ◽  
Test Performance ◽  
Listening Comprehension ◽  
Multimedia Systems ◽  
Average Score ◽  
School Students ◽  
Comprehension Test ◽  
System Usability Scale ◽  
Significant Difference

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design.

scholarly journals Gender-Based Analysis of Students’ Ability in Answering Factual and Vocabulary-in-Context Questions of the TOEFL-Like Reading Comprehension Test

PALAPA ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 1-17
Author(s):  
Cahya Destiyanti ◽  
Muhammad Amin ◽  
Lalu Jaswadi Putera
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Secondary Data ◽  
Sampling Technique ◽  
Female Students ◽  
Male And Female ◽  
Comprehension Test ◽  
Significant Difference ◽  
Gender Based ◽  
T Values

This study was aimed to find out whether or not there was a significant difference between male and female students’ ability in answering factual and vocabulary-in-context questions of the TOEFL-Like reading comprehension test. Secondary data analysis was utilized by taking reading comprehension test scores of twenty-one male and twenty-one female students of the English Education Program. Samples were selected using random sampling technique. Data were analyzed using independent sample t-test. Results showed that the t-values of sig. 2-tailed was higher than 0.05 in male and female students’ ability in answering both the factual questions (0.267 > 0.05) and the vocabulary-in-context questions (0.837 > 0.05). The results revealed that there was no significant difference between male and female students’ ability in answering factual and vocabulary-in-context questions of the TOEFL-Like reading comprehension test.

scholarly journals A Comparative Study between TPS and LRD Strategy to Enhance Students’ Reading Comprehension

2019 ◽  
Vol 4 (2) ◽  
pp. 128-152
Author(s):  
Apricia Tampubolon ◽  
Nelson Balisar Panjaitan
Keyword(s):  
Reading Comprehension ◽  
Comparative Study ◽  
Research Method ◽  
Quantitative Research ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Comprehension Test ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

The purpose of this study is to find out if there is any significant difference in students’ reading comprehension enhancement between those who were taught using Listen-Read-Discuss strategy and those who were taught using Think-Pair-Share strategy. This study is a quantitative research method using comparative design by using pre-test and post-test. This study was designed to find out the answer to the following question: Is there any significant difference in students’ reading comprehension enhancement between those who were taught by Think-Pair-Share strategy and those who were taught by Listen-Read-Discuss strategy. The sample of this study was two classes of grade VIII SMPN 10 Cimahi, Bandung. Grade VIII F was taught using Think-Pair-Share and grade VIII was taught using Listen-Read-Discuss. The instrument used for this study was a reading comprehension test, which contained 39 multiple-choice questions. The result of this study showed from the mean score that both classes had an enhancement in their reading comprehension. In addition, there was no significant difference between those who were taught using TPS and those who were taught using LRD strategy. However, it meant that both strategies were efficient in enhancing students’ reading comprehension.

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