أثر استراتيجية التعليم التشاركي في تحسين الاستيعاب القرائي لدى طلبة الصف التاسع الأساسي في محافظة المفرق

Abstract EN

The study aimed to investigate The Effect of Co-teaching Strategy in improving Reading Comprehension among 9th Graders in Mafraq Governorate and.

To achieve this aim the researcher developed a Reading Comprehension test and the attitudes towards co-teaching scale.

The study was applied on a sample of (124) male and female ninth graders selected purposefully from four public schools, two classes for females selected randomly the first is a control group consisted of (36) female students from Al-robay bin moath school for girls while, the second is an experimental group consisted of (33) female students from Al-fedeen basic school for girls.

Moreover, other two classes for males were selected, as the first was a control group totaling (28) male students from the basic school while, the second is an experimental group totaling (27) male students from Jafar Al-tayyar basic school.

The control groups (males and females) were taught through the regular method mentioned in the teachers’ guide while the experimental groups were taught the same texts through co-teaching strategy.

After the end of the experiment the researcher administrated the reading comprehension test on all groups while the attitudes scale was applied only on the experimental groups.

The findings of the study showed that there were significant statistical differences at the level of (α = 0.05) between the means of participants performance on all reading comprehension level and the test as a whole attributed to the teaching strategy in the favor of the experimental group studied through the co-teaching method .

Moreover, there were significant statistical differences at the level of (α = 0.05) between the means of participants performance on ( creative and interpretive) reading comprehension levels attributed to the interaction between the teaching method and gender variables in the favor of females while, there were no differences in the critical reading comprehension level