Please use this identifier to cite or link to this item: http://prr.hec.gov.pk/jspui/handle/123456789/17527
Title: Effect of Teaching Reading Strategies on the Students Reading Comprehension and their Academic Achievement
Authors: Abdul Shakoor, Malik
Keywords: Social Sciences
Education
Issue Date: 2020
Publisher: Hazara University, Mansehra
Abstract: Good reading and comprehension skills play a significant role in educational achievement at various steps and level in the process of education. Comprehension is a basic pre-requisite for reading to be meaningful and effective. Academic achievement in most subjects often depends on good reading comprehension. Various strategies have been devised by academics and language teachers for developing and strengthening the process of reading comprehension among students. Research indicates that formal teaching of reading strategies is often beneficial for better reading comprehension and academic achievement of students in general and students of English as second language in specific. The current study explored the effect of teaching reading strategies on reading comprehension and academic achievement of female higher secondary school students studying at a private college in Mansehra, learning English as second language (L2). The objectives of this study were to explore the effect of teaching of reading strategies on reading comprehension of the students at the higher secondary school level and to identify the effect of teaching of reading strategies on the application of reading strategies by the students at higher secondary school level and to find out the effect of teaching of reading strategies on the academic achievement of students at higher secondary school level. For the achievement of the objectives of the study, the following hypotheses were formulated: Ho1: There is no significant difference in the reading comprehension of the experimental group (which received explicit reading strategy instruction) and the control group (which did not receive any explicit strategy instruction). Ho2: There is no significant difference in application of reading strategies use between the experimental group (which had instruction through explicit strategy) and the control group (which did not have any explicit instruction). Ho3: There is no significant difference in the academic achievement x between the experimental group (which had instruction through explicit strategy and the control group (which did not have explicit strategy instruction). The study was experimental in nature. A reading comprehension test and a reading strategy questionnaire were used as research instruments. Research tools were duly validated, and pilot tested. Experimental pre-test-post-test equivalent design was adopted to conduct the study. The population of this study consisted of all 108 students studying at higher secondary level in private girls’ college in Mansehra. Sample for this study comprised of 60, 1st year students of a private Girls College in Mansehra, Pakistan. The students were divided into experimental and control groups on the basis of matched random sampling technique and the scores they achieved in the pre-test. Treatment was given to the experimental group while the control group was taught the same learning material through traditional (Grammar Translation Method) method for a period of eight (8) weeks. Data was collected through reading comprehension test, reading strategy questionnaire and 1st Term Exams results of 1st year. Chi square Mean and t-tests were used as statistical tools for data analysis. Findings revealed that using reading instructional strategies significantly improved students’ reading comprehension, their application of reading strategies during reading and their overall academic achievement in the subject of English. Overall, it could be argued that the teaching of reading strategies significantly improves the process of language learning and teaching at the higher secondary school level. The study has important implications for language teaching in general and English language teaching at the school level in particular.
Gov't Doc #: 23644
URI: http://prr.hec.gov.pk/jspui/handle/123456789/17527
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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