The effect of a web-based reading strategy instructional program on the literal, inferential and critical comprehension of students

Other Title(s)

أثر برنامج تعليمي قائم على استراتيجيات القراءة الإلكترونية في تنمية مهارات الاستيعاب الحرفي و الاستنتاجي و النقدي لدى الطلبة

Dissertant

Abu Ghaida, Rana Mahmud

Thesis advisor

Qatawnih, Khalil S.

Comitee Members

Abu Shaar, Awatif
al-Qralah, Ayman
al-Jadri, Adnan Husayn

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

2012

English Abstract

The purpose of this study was to examine the effect of using a web-based reading strategy instructional program on enhancing the literal, inferential and critical comprehension skills of students.

Specifically, the study attempted to answer the following questions: 1.

What is the effect of a web-based reading strategy instructional program on students' reading comprehension skills? 2.

What is the effect of a web-based reading strategy instructional program on students' literal comprehension? 3.

What is the effect of a web-based reading strategy instructional program on students' inferential comprehension? 4.

What is the effect of a web-based reading strategy instructional program on students' critical comprehension? The subjects of the study consisted of 79 female first secondary grade students during the year 2011/2012.

The school was purposefully selected on convenient grounds.

The two first secondary grade students’ sections in the school were assigned to the levels of treatment by coin flip.

The experimental group was taught by the web-based reading strategy instructional program, and the control group was taught by the conventional method of teaching.

The study involved a reading comprehension test enclosing literal, inferential, and critical reading comprehension skills.

This test was developed, content validated, and piloted as appropriate.

The computed reliability for internal consistency for the comprehension test was 0.79.

Analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were used to detect the significance of differences between the mean scores of both groups at the level of α = 0.05.

The results of the study showed that there was a statistically significant difference at the level of α = 0.05 between the mean scores of the two groups on the entire reading comprehension test, and on each domain of the test in favor of the experimental group.

The study concluded that more research be recommended to provide additional knowledge with regard to the replication of the experiment at other different levels of learners in school.

It also recommended that extensive courses, workshops and training for teachers on the web-based reading strategy instructional program be encouraged if the method requirements are to be met in the educational sector of Jordan

Main Subjects

Educational Sciences
Psychology
Languages & Comparative Literature

Topics

• Education
• Educational technology
• Educational Psychology
• Learning
• Secondary education
• Programmed instruction
• Critical thinking
• Jordan
• Data processing
• Telematics
• English language

No. of Pages

207

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-589303