The impact of reciprocal teaching strategies on the learners’ reading comprehension, strategy use and attitudes
Other Title(s)
أثر استخدام استراتيجيات التعليم التبادلي على تحصيل الطلبة في فهم المقروء و استخدام الاستراتيجيات و على اتجاهاتهم نحوها
Dissertant
Thesis advisor
Comitee Members
Hashwih, Mahir
Abd al-Karim, Hasan
University
Birzeit University
Faculty
Faculy of Education
Department
Department of Curriculum and Instruction
University Country
Palestine (West Bank)
Degree
Master
Degree Date
2017
English Abstract
This quasi- experimental mixed- methods study investigated the impact of using Reciprocal Teaching strategies on the students’ achievement in reading comprehension, students attaining of reading skills and their attitudes towards learning by Reciprocal Teaching in a cooperative group context.
Intergroup relationships, interactions and their evolvements over the period of teaching were investigated, as well.
The participants in this study were 165 of the 11th grade female students, distributed into two groups: Reciprocal (Experimental = 84 students) and Non- Reciprocal (Control = 81 students).
The experimental group received explicit instruction of RT strategies for two weeks prior the real teaching began.
Then, they were distributed into heterogeneous groups of four based on their results in a diagnostic comprehension test.
Each group included a Predictor, Clarifier, Questioner and Summarizer who worked cooperatively to apply the RT strategies to the reading texts for three months period.
Four quantitative and qualitative instruments were used to collect the data of the study.
A pre/post test in reading comprehension was conducted for both groups to investigate students’ reading achievement prior and post the teaching, in addition to five school tests to notice the change in performance along the period of teaching.
Comprehension skills and attitudes of the Reciprocal group were revealed via a questionnaire.
Finally, the group work context and the intergroup relationships were observed through the teacher’s journal.
The results revealed a significant difference between the experimental and the control groups in the post‐test scores in favour of the experimental.
It also showed that the effect size of RT on developing the high- order thinking skills was bigger than the effect size on the low-order thinking skills in the experimental group.
The results of the five school tests revealed a difference in favour of the experimental group in the fifth test.
However, the differences did not reach statistical significance in the four precedent tests.
Moreover, the XIV results showed that the two groups were progressing in their performance in reading comprehension along the period of teaching.
The descriptive statistics of the questionnaire responses indicated that the experimental group has highly resorted to the reading strategies in their reading as a result of learning using RT.
They also showed that students have developed positive attitudes towards using RT in a cooperative context.
The qualitative data were used to triangulate with the quantitative ones.
The thematic analysis of the teacher’s journal revealed that the experimental group’ subjects were developing positive learning values towards learning reading comprehension in heterogeneous cooperative groups.
The analysis yielded six major themes that indicated that values such as cooperation and the group’s interdependency had reinforced the positive learning behaviors and increased the strategic practices of the students specially the low achievers.
The study concluded that reciprocal teaching was a successful method for teaching reading comprehension.
It has the potential to skill students with the metacognitive skills necessary to enhance reading with understanding, upgrade their reading skills and improve their attitudes towards reading.
However, the intervention duration is a sensitive factor for the success of RT.
Pedagogical implications and recommendations of the study were also discussed.
Main Subjects
No. of Pages
217
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Theoretical framework and the research problem.
Chapter Two : Literature review.
Chapter Three : The research methodology.
Chapter Four : Results.
Chapter Five : Discussion, implications and recommendation.
References.
American Psychological Association (APA)
Ramadan, Urayb Arif. (2017). The impact of reciprocal teaching strategies on the learners’ reading comprehension, strategy use and attitudes. (Master's theses Theses and Dissertations Master). Birzeit University, Palestine (West Bank)
https://search.emarefa.net/detail/BIM-779345
Modern Language Association (MLA)
Ramadan, Urayb Arif. The impact of reciprocal teaching strategies on the learners’ reading comprehension, strategy use and attitudes. (Master's theses Theses and Dissertations Master). Birzeit University. (2017).
https://search.emarefa.net/detail/BIM-779345
American Medical Association (AMA)
Ramadan, Urayb Arif. (2017). The impact of reciprocal teaching strategies on the learners’ reading comprehension, strategy use and attitudes. (Master's theses Theses and Dissertations Master). Birzeit University, Palestine (West Bank)
https://search.emarefa.net/detail/BIM-779345
Language
English
Data Type
Arab Theses
Record ID
BIM-779345
