The effect of RSQC2 strategy on college students' achievement in reading comprehension

Abstract EN

The current study aims at investigating the effect of RSQC2 (Recall, Summarize, Question, Comment and Collect) strategy on the students' achievement in reading comprehension.

To achieve the aim of the study, it is hypothesized that there is no statistically significant difference between the achievement of the experimental group (who is taught reading comprehension by using RSQC2 technique and that of the control group (who is taught reading comprehension according to the traditional way).

The sample is represented by the Second stage students/ Morning Studies in the College of Basic Education/ University of Babylon for the academic year (2018-2019) who were 62 students (after the process of removing the repeaters) distributed into two equalized in number groups, i.

e.

, 31 students in the experimental group and 31 students in the control group.

The experimental group was taught by applying the RSQC2 technique, but the control group was taught by the traditional method of teaching.

Statistical tools used are (Mean, Standard Deviation, t test).

After the statistical analysis of the data obtained using the t-test formula for two independent samples, it is stated that the difference between the two mean scores of the treatment groups is statistically significant at 0.05 level in favor of the experimental group.

In the light of the study result, the researchers conclude that RSQC2 strategy provides students with a highly organized opportunity to remember, summarize, and review content covered in a previous class, as well as compare and share their recall, comprehension, and assessment with their classmates and instructor, and they recommend a list of recommendations for further studies.