EFL Reading Intervention Study Data from Kotebe University, Ethiopia

80 freshman pre-service teacher trainees at Kotebe University of Education were randomly assigned to experimental and control groups to study the impact of teacher mediation on cognitive and metacognitive strategy development. Sisay Bezabih published the results, including reading proficiency test scores, questionnaire responses, and classroom observations, in an Excel file on figshare in 2026. The analysis used descriptive and inferential statistics, revealing a large effect size (Cohen's d) favoring the mediated instruction group.

Use Cases

• Compare reading proficiency outcomes between experimental and control groups based on t-test results
• Analyze the development of cognitive and metacognitive strategies based on questionnaire and observation data
• Evaluate the effect size of a pedagogical intervention based on Cohen's d statistic
• Study learner autonomy and self-regulation in EFL contexts based on thematic analysis insights

Strengths

• Data from a controlled quasi-experimental design with 80 participants randomly assigned
• Analysis includes both quantitative (t-tests, descriptive stats) and qualitative (thematic analysis) methods
• Results show a statistically significant large effect size for the intervention

Limitations

• Column-level documentation is absent; field semantics must be inferred after download
• Row count is unknown, which may limit suitability assessment
• Data scope is limited to a single university and 80 students

Provenance

Source

Sisay Bezabih

Collection Method

Data gathered via reading proficiency tests, questionnaires, and classroom observations at Kotebe University of Education

Freshness

Last updated 2026-04-16 17:35:36; freshness should be verified

Geography

Addis Ababa, Ethiopia