The effect of cognitive, metacognitive and socioaffective strategies on the Jordanian basic stage students’ reading comprehension in English
Other Title(s)
أثر استخدام الاستراتيجيات المعرفية و فوق المعرفية و الوجدانية الاجتماعية على الاستيعاب القرائي لدى طلبة المرحلة الأساسية في اللغة الإنجليزية في الأردن
Dissertant
Thesis advisor
Comitee Members
Abu Nabah, Abd Allah Matar
Shair, Awatif Ali
al-Duwayk, Badr Said
University
Amman Arab University
Faculty
Faculty of Educational Sciences and psychological
Department
Department of Curriculum and Instruction
University Country
Jordan
Degree
Ph.D.
Degree Date
2005
English Abstract
This study aimed at investigating the effects of cognitive, metacognitive and socioaffective strategies on the Jordanian tenth graders’ reading comprehension in English.
It attempted to answer the following questions: 1.What is the effect of the cognitive strategies on the reading comprehension of the tenth graders? 2.What is the effect of the metacognitive strategies on the reading comprehension of the tenth graders? 3.What is the effect of the socioaffective strategies on the reading comprehension of the tenth graders? 4.Are there any statistically significant differences among the effects of the three types of strategies on the reading comprehension of the tenth graders? The sample of the study was randomly chosen from 14 sections in the secondary schools in Al-Mazar District.
This sample consisted of four sections.
Each section consisted of 25 male students, a total of 100 male students.
Those students were between sixteen and seventeen years old.
The quasi-experimental design was used for this study.
This design had four groups: three experimental groups with a pre-test and a post-test and one control group with a pre-test and a post-test. Ten reading comprehension texts were chosen by the researcher from the tenth grade English textbook- PETRA 6.
This material was redesigned by the researcher according to the three types of reading comprehension strategies.
To establish the validity for this redesigned material, it was given to a jury of eleven specialists. The instrument of the study was a reading comprehension test.
This test was constructed on the basis of the redesigned teaching material by the researcher himself.
To establish the validity for this test, the method of content validity was used.
This test was given to a jury of eleven specialists.
The reliability of the test was also established by finding its internal consistency using Kuder Richardson 20 formula. After establishing the validity and reliability of the test, it was used as a pre-test.
The same test was repeated at the end of the study as a post-test to check the students’ reading comprehension improvement as a result of the treatment. The findings of the study were as follows: 1.There was statistically significant difference at α =0.05 between the first experimental group and the control group on the reading comprehension test due to the cognitive strategies. 2.There was no statistically significant difference at α = 0.05 between the second experimental group and the control group on the reading comprehension test due to the metacognitive strategies. 3.There was statistically significant difference at α = 0.05 between the third experimental group and the control group on the reading comprehension test due to the socioaffective strategies.
4.The multiple comparisons among the four groups of the study indicated a statistically significant difference at α = 0.05 only between the control group and the cognitive group on the reading comprehension test due to the treatment.
This difference was in favour of the first experimental group ( the cognitive group ). On the basis of the results of the study, the researcher recommended researchers to conduct similar studies on other classes at other levels and other specializations so that the generalizations could become more valid and widely applicable.
He also recommended the Ministry of Education to take into consideration an experimental basis and background when designing and building up the TEFL curricula and the school textbook reading comprehension texts.
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
266
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of related literature.
Chapter Three : Method and procedures.
Chapter Four : Findings of the study.
Chapter Five : Discussion of the Findings, pedagogical implications and recommendations.
References.
American Psychological Association (APA)
al-Araj, Mamun Muhsin Farhan. (2005). The effect of cognitive, metacognitive and socioaffective strategies on the Jordanian basic stage students’ reading comprehension in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-435096
Modern Language Association (MLA)
al-Araj, Mamun Muhsin Farhan. The effect of cognitive, metacognitive and socioaffective strategies on the Jordanian basic stage students’ reading comprehension in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2005).
https://search.emarefa.net/detail/BIM-435096
American Medical Association (AMA)
al-Araj, Mamun Muhsin Farhan. (2005). The effect of cognitive, metacognitive and socioaffective strategies on the Jordanian basic stage students’ reading comprehension in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-435096
Language
English
Data Type
Arab Theses
Record ID
BIM-435096
