The effect of the reciprocal teaching model on enhancing reading comprehension of jordanian secondary school students

العناوين الأخرى

أثر استخدام النموذج التبادلي في تعزيز مهارة القراءة لدى طلبه الصف الأول الثانوي في الأردن

مقدم أطروحة جامعية

Irteimeh, Muhammad Juwayid

مشرف أطروحة جامعية

al-Ghazw, Manal Muhammad Hamdan

أعضاء اللجنة

al-Sarayirah, Basim Yusuf
al-Khatayibah, Majid Muhammad
Barah, Husayn Abd al-Latif

الجامعة

جامعة مؤتة

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2006

الملخص الإنجليزي

The purpose of this study was to examine the effect of using the Reciprocal Teaching Method (GTM) on enhancing reading comprehension skills in English of Jordanian secondary school students.

The study attempted to answer the following three questions: 1- Are there any significant differences at (a=0.05) between the mean scores of the first secondary school students on the reading comprehension test that can be attributed to the method of teaching? 2- Are there any significant differences at (a=0.05) between the mean scores of the first secondary school students on the reading comprehension test that can be attributed to the students' gender? 3- Are there any significant differences at (a=0.05) between the mean scores of the first secondary school students on the reading comprehension test that can be attributed to the interaction between the method used and the students' gender? The participants of the study consisted of 113 first secondary grade students during the year 2005/2006. The results of the study showed that there was a statistically significant difference at a = 0.05 between the scores of the experimental and control groups on the reading comprehension test due to the method of teaching in favor of RTM.

The results showed no statistically significant difference at a = 0.05 between the students' mean scores of the experimental and the control groups on the reading test due to the students' gender. Results also showed no significant statistical difference at a = 0.05 due to the interaction between method of teaching and gender.

Hence the null hypothesis failed to be rejected and was consequently accepted. The study recommends that Jordanian teachers should implement new reading instruction models such as the RTM in their individual classrooms.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• القراءة
• الأردن
• التعلم الإدراكي

عدد الصفحات

48

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-304481