The effect of an instructional programme based on using metacognitive strategies on the reading comprehension and writing performance of the secondary stage students in Jordan

Other Title(s)

أثر برنامج تدريبي مستندا إلى استراتيجيات ما وراء المعرفة في الاستيعاب القرائي و الأداء الكتابي لدى طلبة المرحلة الثانوية في الأردن

Dissertant

Husayn, Shadn Muhammad

Thesis advisor

Shair, Awatif Ali

Comitee Members

al-Makhzumi, Khalaf Falah
al-Jadri, Adnan Husayn
Abbud, Harith

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

2007

English Abstract

This study aimed at exploring the effect of an instructional programme based on using metacognitive strategies on the reading comprehension and writing performance of the secondary stage students in Jordan .

This study attempted to answer the following questions :- 1.

What is the effect of an instructional programme based on using metacognitive strategies ( planning , monitoring and evaluating) on the reading comprehension of the secondary stage students ? 2.

Is there an interaction between the instructional programme based on using metacognitive strategies and gender on the secondary stage students, reading comprehension ? 3.

What is the effect of an instructional programme based on using metacognitive strategies on the writing performance of the secondary stage students ? 4.

Is there an interaction between the instructional programme based on using metacognitive strategies and gender on the secondary stage students, writing performance ? The study utilized the quasi experimental design .

Subjects of the study were 120 male and female students equally divided into control and experimental groups .

They were purposefully chosen from the first scientific secondary grade students at Madaba Secondary School for Girls and Zaid bin Al-Haretha Comprehensive School for Boys in Madaba Directorate of Educational in the second semester of the academic year 2006/2007.

The experimental and control groups were randomly assigned .

The two groups of the study were found equivalent upon analyzing students, first semester English language sores for the year 2006/2007 using the t-test .

The experimental group were instructed using the metacognitive strategies –based programme , whereas, students of the control group were taught in the conventional way .

The cooperating teachers were trained to apply the devised programme to the subjects of the experimental group .

In order to guarantee the validity of the two tests , a jury of judges were invited to comment on them.

The researcher calculated the reliability of the two tests , the overall reliability of the reading comprehension test was 0.83 and the overall reliability of the writing performance test was 0.86 .

By the end of the experiment , the researcher administered the reading comprehension test and the writing performance test .

To answer the questions of the study means and standard deviations for the students, scores on both reading comprehension test and writing performance test were calculated .

Then the Two Way-ANOVA was calculated to examine the effect of the programme and gender and the interaction between them on the students, reading comprehension and writing performance.

The findings of the study were as follows :  There is statistically significant difference at (=0,05) in the secondary stage students, reading comprehension between the experimental and traditional groups in favour of the experimental group who were instructed by the instructional programme based on using metacognitive strategies .

 There is no interaction between the instructional programme based on using metacognitive strategies and gender on the reading comprehension of the secondary stage students .  There is statistically significant difference at (=0,05) in the secondary stage students, writing performance between the experimental and traditional groups in favour of the experimental group who were instructed by the instructional programme based on using metacognitive strategies .

 There is no interaction between the instructional programme based on using metacognitive strategies and gender on the writing performance of the secondary stage students . On the basis of the results of the study , the researcher proposes some recommendations to all those who are involved in the teaching and learning process .

 The Jordanian Ministry of Education is called upon to take the metacognitive strategies into consideration in the process of designing English language curriculum and Introduce special training programs for the English language teachers at the secondary stage as well as at the basic stage on the use of metacognitive strategies in teaching the different language skills  English language teachers are called upon to teach metacognitive strategies instruction to their students and therefore change the traditional perceptions that some students just cannot learn.

Teachers are recommended to consider learning as a process , thus make and encourage students to use metacognitive strategies .

 Metacognitive learning should receive more attention as a topic for future research .

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Secondary education
• Second language learning
• Reading
• Writing
• Jordan
• English language

No. of Pages

194

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-436216