Using a beyond constructivism paradigm to develop prep students' English reading and writing proficiency

Abstract EN

The present study aimed at developing the second year prep students’ English reading and writing proficiency through the use of a proposed program based on Beyond Constructivism Paradigm.

The study adopted the quasi-experimental pre-post test control /experimental group design.

The study sample consisted of 50 students at Hassan Abo Bakr Experimental School in Alkanater Alkhairya District and was equally divided into two groups: an experimental group and a control one.

Students of the experimental group received training through the proposed program based on Beyond Constructivism Paradigm (Knowledge Navigation), while students in the control group received regular instruction.

Tools of the study included reading skills checklist, writing skills checklist, a pre-post- reading and writing skills test, a scoring rubric and a program satisfaction questionnaire.

The study results revealed evidence that there were statistically significant differences at 0.01 level between the mean scores of the control and the experimental groups on the post test in favour of the experimental group in overall reading and writing skills as well as in each reading and writing sub-skill.

There were also statistically significant differences at 0.01 level between the mean scores of the experimental group in the pre-administration and post-administration of the reading and writing skills test in favour of the post-administration in overall reading and writing skills as well as in each reading and writing sub-skill.