EFL Reading Strategy Intervention Data from Kotebe University, Ethiopia

80 freshman pre-service teacher trainees were randomly assigned to experimental and control groups at Kotebe University of Education in Addis Ababa, Ethiopia. The dataset contains results from a quasi-experimental study measuring the impact of teacher mediation on cognitive and metacognitive strategy development and reading proficiency in English as a Foreign Language. Sisay Bezabih published the data on figshare in April 2026.

Use Cases

• Compare reading proficiency test scores between experimental and control groups based on the described t-test analysis.
• Analyze the development of cognitive and metacognitive learning strategies based on questionnaire and observation data.
• Calculate effect sizes for educational interventions based on the reported Cohen's d statistic.
• Study the relationship between self-regulation strategies and academic performance in EFL reading.

Strengths

• Data is from a structured quasi-experimental design with 80 participants randomly assigned to two groups.
• Analysis includes descriptive statistics, inferential t-tests, and thematic analysis for qualitative insights.
• The study reports a large effect size (Cohen's d) for the intervention's impact on reading proficiency.

Limitations

• Row count and column-level documentation are unknown; field semantics must be inferred after download.
• The dataset is 5.5 KB, indicating a very small sample size which limits statistical power and generalizability.
• Geographic coverage is limited to a single university in Addis Ababa, Ethiopia.

Provenance

Source

Sisay Bezabih

Collection Method

Data gathered via reading proficiency tests, questionnaires, and classroom observations.

Freshness

Last updated 2026-04-16 17:35:33; freshness should be verified.

Geography

Kotebe University of Education, Addis Ababa, Ethiopia