The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia
Gebremeskel TA, Bachore MM, Bushisho EW · 2024
grade Dquasi-experimentdeveloper-ledunreplicated
Sample
60 purposefully selected students in treatment and comparison groups
Population
University EFL students, Ethiopia (out of the 4-18 age band)
Design
Recorded as a representative specimen of the post-Ferrero MI intervention literature: 60 purposefully (not randomly) selected students, a 12-week treatment, researcher-administered reading tests, t-tests, and no active control. Reports moderate-to-strong effects. This is exactly the study type Ferrero et al. (2021) found dominates the field and cannot support inference.
Key findings
Reports significantly higher reading achievement in the MI-based task group, with effect sizes described as moderate for main-idea and reference questions and strong for detail, vocabulary guessing and inference.
Genetic confound
High - purposeful selection into groups with no randomisation and no genetically or socially informative controls.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| EFL reading achievement | group difference | reported significant, moderate to strong | researcher-designed | post-12 weeks | business-as-usual | end-of-treatment | domain-skill |