Assessment of Reading Comprehension of Saudi Students Majoring in English at Qassim University, Saudi Arabia
Bibliographic record
Abstract
Recent studies have shown that there has been a continual decline in the average reading ability of college-aged students with approximately one third of a four-year college students considered “at risk” for low academic attainment. The current study assesses English reading comprehension of senior Saudi students majoring in English and Translation in fall 2012 at Qassim University, Saudi Arabia. The study, moreover, investigates the potential impacts of students’ age and GPAs on their reading comprehension. One hundred three students participated in the study in which quantitative method was used. Two reading passages with different length and topics were given to the students followed by 10 multiple questions for each passage. Major findings of the study indicate that 1) participants of the study showed an overall low reading comprehension X= 9.8, 2) GPA was found a statistically significant factor that impacted students’ reading comprehension, 3) students’ age, on the other hand, had no significant effect, 4) reading courses at the mentioned department seemed to generally focus on reading strategies whereas they should have adequately considered comprehension instruction since reading and decoding words without comprehension becomes meaningless.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".