Teacher Mediation Impact on EFL Reading Skills Among Ethiopian University Students

Sisay Bezabih's dataset contains results from a quasi-experimental study at Kotebe University of Education in Addis Ababa, Ethiopia, involving 80 freshman pre-service teacher trainees. Data were gathered via reading proficiency tests, questionnaires, and classroom observations to analyze the impact of teacher mediation on cognitive and metacognitive strategy development. The dataset was last updated on April 16, 2026.

Use Cases

• Analyzing the effect of targeted teacher mediation on reading proficiency based on test scores.
• Comparing cognitive and metacognitive strategy usage between experimental and control groups based on questionnaire data.
• Investigating the relationship between self-regulation strategies and academic success in EFL reading.
• Evaluating the efficacy of mediated teaching versus traditional instruction based on classroom observation insights.

Strengths

• Dataset includes results from a controlled quasi-experimental design with 80 participants.
• Analysis includes descriptive statistics, inferential t-tests, and thematic analysis for qualitative insights.
• Effect size reported using Cohen's d, indicating a large impact.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• Data may reflect geographic bias inherent to a single university study in Ethiopia.

Provenance

Source

Sisay Bezabih

Collection Method

Mixed-methods quasi-experimental study using reading proficiency tests, questionnaires, and classroom observations.

Freshness

Last updated 2026-04-16 17:35:26; freshness should be verified.

Geography

Kotebe University of Education, Addis Ababa, Ethiopia