The effect of a web-based reading strategy instructional program on the literal, inferential and critical comprehension of students

العناوين الأخرى

أثر برنامج تعليمي قائم على استراتيجيات القراءة الإلكترونية في تنمية مهارات الاستيعاب الحرفي و الاستنتاجي و النقدي لدى الطلبة

مقدم أطروحة جامعية

Abu Ghaida, Rana Mahmud

مشرف أطروحة جامعية

Qatawnih, Khalil S.

أعضاء اللجنة

Abu Shaar, Awatif
al-Qralah, Ayman
al-Jadri, Adnan Husayn

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

2012

الملخص الإنجليزي

The purpose of this study was to examine the effect of using a web-based reading strategy instructional program on enhancing the literal, inferential and critical comprehension skills of students.

Specifically, the study attempted to answer the following questions: 1.

What is the effect of a web-based reading strategy instructional program on students' reading comprehension skills? 2.

What is the effect of a web-based reading strategy instructional program on students' literal comprehension? 3.

What is the effect of a web-based reading strategy instructional program on students' inferential comprehension? 4.

What is the effect of a web-based reading strategy instructional program on students' critical comprehension? The subjects of the study consisted of 79 female first secondary grade students during the year 2011/2012.

The school was purposefully selected on convenient grounds.

The two first secondary grade students’ sections in the school were assigned to the levels of treatment by coin flip.

The experimental group was taught by the web-based reading strategy instructional program, and the control group was taught by the conventional method of teaching.

The study involved a reading comprehension test enclosing literal, inferential, and critical reading comprehension skills.

This test was developed, content validated, and piloted as appropriate.

The computed reliability for internal consistency for the comprehension test was 0.79.

Analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were used to detect the significance of differences between the mean scores of both groups at the level of α = 0.05.

The results of the study showed that there was a statistically significant difference at the level of α = 0.05 between the mean scores of the two groups on the entire reading comprehension test, and on each domain of the test in favor of the experimental group.

The study concluded that more research be recommended to provide additional knowledge with regard to the replication of the experiment at other different levels of learners in school.

It also recommended that extensive courses, workshops and training for teachers on the web-based reading strategy instructional program be encouraged if the method requirements are to be met in the educational sector of Jordan

التخصصات الرئيسية

العلوم التربوية
علم النفس
اللغات والآداب المقارنة

الموضوعات

• التعليم
• تكنولوجيا التعليم
• علم النفس التربوي
• التعلم
• التعليم الثانوي
• التعليم المبرمج
• التفكير الناقد
• الأردن
• معالجة البيانات
• التليماتيك
• اللغة الإنجليزية

عدد الصفحات

207

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-589303