%0 Journal Article
%T Efficacy of an Online Reading Intervention Program ¡°Literacy Pro¡± in Classifying Students as ¡°At Risk¡± and ¡°Not at Risk¡± among ESL School Students¡ªA Logistic Regression Analysis
%A Sheeba Jojo
%A Chanintorn Jittawiriyanukoon
%A Varughese Kizhakkacharuvil John
%J Creative Education
%P 952-970
%@ 2151-4771
%D 2022
%I Scientific Research Publishing
%R 10.4236/ce.2022.133063
%X The purpose of this study is to test the
classification accuracy of an online reading comprehension program ¡°Literacy
Pro¡± in classifying students as ¡°at risk¡± and ¡°not at risk¡±. Data was collected
from the school records of an international school operating in Dubai, UAE. The
students of this school are non-native English speakers or they learn English
as a Second Language (ESL). The sample was taken from two grades¡ªgrade 7 and
grade 10. A logistic regression analysis (simple and multiple) was done to test
the classification accuracy in terms of the sensitivity and specificity rule.
The results of the current study show a sensitivity level of 0.76 and 0.94 for grade
7 and 10 respectively, whereas the corresponding specificity levels are 0.99
and 0.97 respectively. The overall accuracy of the model for grade 7 and 10 is
89.9% and 94.4% respectively in simple logistic regression whereas the
corresponding values are 89.9% and 95.6% in multiple logistic regression</span><span style=\"font-family:&quot;\">s</span><span style=\"font-family:&quot;\">. Therefore, it can be
concluded that the reading intervention measure of ¡°Literacy Pro¡± is highly
accurate in classifying students as ¡°at risk¡± and ¡°not at risk¡±. The area under
the curve (AUC) value was obtained as 0.8754 and 0.9512 for grade 7 and 10
respectively for the ROC curves of the model. Hence, the classification
accuracy of grade 10 is excellent and that of grade 7 is good as per the
generally accepted standards for the online reading comprehension program
¡°Literacy Pro¡±.
%K Classification Accuracy
%K ESL
%K Literacy Pro
%K Logistic Regression
%K Reading Comprehension
%K Sensitivity
%K Specificity
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=116258