The effect of a proposed training program on developing English language teachers’ knowledge level of three reading strategies and their implementation in the classroom

Other Title(s)

أثر برنامج تدريبي مقترح في تطوير مستوى معرفة معلمي اللغة الإنجليزية لثلاث استراتيجيات قرائية و توظيفهم لها داخل الغرفة الصفية

Dissertant

Hammash, Hanan Ahmad Ismail

Thesis advisor

Shair, Awatif Ali

Comitee Members

Abu Nabah, Abd Allah Matar
al-Makhzumi, Khalaf Falah
al-Smadi, Uqlah Mahmud

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

2004

English Abstract

The purpose of this study was to specify the effect of a proposed training program on developing English Language teachers’ knowledge level of three reading strategies and their implementation in the classroom.

The sample of the study was selected on grounds of convenience and accessibility.

It consisted of 23 teachers (13 males and 10 females).

The sample covered all evening and single shift preparatory schools.

To fulfill the goals of this study, the researcher constructed a training program on three reading strategies: the KWL, the SQ3R, and the Graphic Organizers.

The program contained an orientation handout, three instructional materials, three working papers and three workshops for six days with a total of 30 hours, and demonstration lessons.

In addition, two instruments were designed and used.

The first was (54) multiple choice item test of “reading strategies knowledge” measuring the 9th and 10th grades teachers’ knowledge level.

The second was three classroom observation sheets to measure the teachers’ implementation level of each strategy.

Content validity and reliability of the test and the observation sheets were established.

The following statistical analysis was applied for the collected data using the SPSS program: 1.

The weighted mean scores, standard deviation, and percentages of teachers’ knowledge level as well as their classroom implementation level of the KWL, the SQ3R, and the Graphic Organizers reading strategies as a whole and separately were calculated.

2.

The paired samples T-test was used to examine if there were statistically significant differences in teachers’ knowledge level due to the effect of the proposed training program of the KWL, the SQ3R, and the Graphic Organizers reading strategies as a whole and separately.

3.

To confirm the efficiency of the training program concerning the teachers’ implementation of the KWL, the SQ3R, and the Graphic Organizers reading strategies as a whole and separately in the classrooms, The Black Gain Score Ratio was calculated for the three observation sheets as a whole and for each one of them in specific The findings of this study revealed statistically significant differences in favor of the proposed training program: 1.The teachers’ knowledge level before attending the proposed training program of the KWL, the SQ3R, and the Graphic Organizers strategies as a whole and separately was judged as unacceptable and unsatisfactory.

2.

There are statistically significant differences (α ≤ 0.05) between the pre-test and the post-test as a whole (α ≤ 0.01) and on each strategy in specific in favor of the post-test attributed to the effect of the proposed training program.

The differences in the knowledge level of the three strategies on the pre-test and the post-test were all statistically significant in favor of the post-test because α ≤ (.000) in the SQ3R strategy α ≤ (.000), the Graphic Organizers strategy α ≤ (.000) and the KWL strategy α ≤ (.000), too.

3.

The percentages of the mean scores reflect a high level of implementation in the classroom in general since it is (92.68) in comparison with the accepted criterion (75%).

The percentages exceeded this acceptable level in the following descending order: the Graphic Organizers came first with (94.03), second came the SQ3R strategy with (93.60) and third came the KWL strategy with (90.87).

4.

The efficiency of the training program as measured by teachers’ implementation of the three strategies in general was efficient = (1.85) which is more than (1.2) as the accepted ratio in Black Gain Score Ratio.

The same applies for each strategy separatly.

The Graphic Organizers scored (1.88), the SQ3R scored (1.87) and last came the KWL which scored (1.82).

In the light of these findings, the researcher presented some conclusions and recommendations for decision makers, teachers and researchers.

For instance, all the parties should establish a firm partnership among them where universities provide the most recent advances in education, teacher preparation programs provide systematic, continuous and quality training for their students and teachers on them, and the practitioners provide feedback about implementation.

Moreover, the Ministry of Education is called upon to improve English language textbooks with explicit emphasis on “how to” or procedural knowledge, “why and when to” conditional knowledge not only “what to” i.e.

declarative knowledge.

More than that, teachers should adopt a variety of teaching methods, strategies, and techniques that are suitable for the context, encourage strategic learning and reading, meet the individual needs of the students, and match their various learning styles within a critical reflective perspective.

Above all, the teachers were recommended to use the KWL, the SQ3R, and Graphic Organizers strategies in their classes.

Finally, further studies in teacher training on other teachers, areas, and directorates about teachers’ knowledge level and implementation of other language learning strategies in general and reading strategies in specific were recommended.

Main Subjects

Educational Sciences
Languages & Comparative Literature

Topics

• Education
• Learning
• Second language learning
• Jordan
• Zarqa
• English language

No. of Pages

239

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-437037