The effect of a computerized instructional reading program on improving some comprehension skills in the secondary stage

العناوين الأخرى

أثر برنامج قرائي تعليمي محوسب على بعض المهارات الاستيعابية في المرحلة الثانوية

مقدم أطروحة جامعية

al-Salah, Mahmud Ahmad al-Husayn

مشرف أطروحة جامعية

al-Smadi, Uqlah Mahmud

أعضاء اللجنة

Tawalibah, Muhammad
al-Makhzumi, Khalaf Falah
al-Abd al-Haqq, Fawwaz

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2004

الملخص الإنجليزي

The study investigated the issue of the improvement of the literal, inferential and critical reading comprehension skills through using a computerized instructional reading programme (CIRP).

As there was no reliable and validated computerized reading programme for the first secondary class, the researcher redesigned the instructional reading material to be computerized based on AMRA 1 Textbook (General English), which is taught at schools as a compulsory course.

The sample of the study consisted of 198 male and female students before carrying out the programme and 183 male and female students after the completion of the programme.

They were nonrandomly selected from the academic first secondary grade of four comprehensive secondary schools of Al-Kourah Directorate of Education because of the availability of the networked computer labs with EFL teachers who have received a certificate in International Computer Driving License (ICDL).

Both groups of the study sat for a comprehension pretest and posttest to answer the questions of the study that asked about any statistical significant differences due to gender and the method of teaching that might have an effect on the improvement of the literal, inferential and critical reading comprehension skills.

The study also tried to find out a significant interaction between the method of teaching and gender.

The findings of the study revealed that the CIRP had an effect of a statistical significant difference on the students’ literal reading comprehension skill in favour of the female experimental group, while there were no statistical differences due to the method of teaching inferential and critical reading comprehension skills.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• تعلم اللغة الثانية
• اللغة الإنجليزية

عدد الصفحات

208

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-435670