The impact of reciprocal teaching strategies on the learners’ reading comprehension, strategy use and attitudes

العناوين الأخرى

أثر استخدام استراتيجيات التعليم التبادلي على تحصيل الطلبة في فهم المقروء و استخدام الاستراتيجيات و على اتجاهاتهم نحوها

مقدم أطروحة جامعية

Ramadan, Urayb Arif

مشرف أطروحة جامعية

Abd al-Raziq, Anwar Husayn

أعضاء اللجنة

Hashwih, Mahir
Abd al-Karim, Hasan

الجامعة

جامعة بيرزيت

الكلية

كلية التربية

القسم الأكاديمي

دائرة المناهج و التعليم

دولة الجامعة

فلسطين (الضفة الغربية)

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2017

الملخص الإنجليزي

This quasi- experimental mixed- methods study investigated the impact of using Reciprocal Teaching strategies on the students’ achievement in reading comprehension, students attaining of reading skills and their attitudes towards learning by Reciprocal Teaching in a cooperative group context.

Intergroup relationships, interactions and their evolvements over the period of teaching were investigated, as well.

The participants in this study were 165 of the 11th grade female students, distributed into two groups: Reciprocal (Experimental = 84 students) and Non- Reciprocal (Control = 81 students).

The experimental group received explicit instruction of RT strategies for two weeks prior the real teaching began.

Then, they were distributed into heterogeneous groups of four based on their results in a diagnostic comprehension test.

Each group included a Predictor, Clarifier, Questioner and Summarizer who worked cooperatively to apply the RT strategies to the reading texts for three months period.

Four quantitative and qualitative instruments were used to collect the data of the study.

A pre/post test in reading comprehension was conducted for both groups to investigate students’ reading achievement prior and post the teaching, in addition to five school tests to notice the change in performance along the period of teaching.

Comprehension skills and attitudes of the Reciprocal group were revealed via a questionnaire.

Finally, the group work context and the intergroup relationships were observed through the teacher’s journal.

The results revealed a significant difference between the experimental and the control groups in the post‐test scores in favour of the experimental.

It also showed that the effect size of RT on developing the high- order thinking skills was bigger than the effect size on the low-order thinking skills in the experimental group.

The results of the five school tests revealed a difference in favour of the experimental group in the fifth test.

However, the differences did not reach statistical significance in the four precedent tests.

Moreover, the XIV results showed that the two groups were progressing in their performance in reading comprehension along the period of teaching.

The descriptive statistics of the questionnaire responses indicated that the experimental group has highly resorted to the reading strategies in their reading as a result of learning using RT.

They also showed that students have developed positive attitudes towards using RT in a cooperative context.

The qualitative data were used to triangulate with the quantitative ones.

The thematic analysis of the teacher’s journal revealed that the experimental group’ subjects were developing positive learning values towards learning reading comprehension in heterogeneous cooperative groups.

The analysis yielded six major themes that indicated that values such as cooperation and the group’s interdependency had reinforced the positive learning behaviors and increased the strategic practices of the students specially the low achievers.

The study concluded that reciprocal teaching was a successful method for teaching reading comprehension.

It has the potential to skill students with the metacognitive skills necessary to enhance reading with understanding, upgrade their reading skills and improve their attitudes towards reading.

However, the intervention duration is a sensitive factor for the success of RT.

Pedagogical implications and recommendations of the study were also discussed.

التخصصات الرئيسية

العلوم التربوية

عدد الصفحات

217

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-779345