The effect of using reciprocal teaching strategy on students’ achievement in English Language at the special education dept. and the development of their metacognitive skills

Abstract EN

The current research aims at investigating the effect of using reciprocal teaching strategy on students’ achievement in English language at the special education dept.

and the development of their metacognitive skills.

The sample of the research consists of (60) male and female subjects divided into two groups, experimental and control with (30) students in each, which represent the second year students at the Dept.

of Special Education / College of Basic Education for the academic year (2019-2020).

The experimental group was taught by reciprocal teaching strategy, while control group was taught by the traditional method.

The researcher prepared an achievement test which involved (30) items and adopted a ready-made scale of metacognitive skills which consisted of (28) items.

The reliability factor had been calculated by using Cronbach’s Alpha formula for achievement test and using Spearman-Brown formula for metacognitive skills scale.

After using T-test for the independent and correlated samples, the results showed the superiority of the experimental group over control group in the achievement test, and in the difference in the mean scores of metacognitive skills scale.

As well as the experimental group performance was developed in metacognitive skills.