This study performed a triangulation of the data collected from the Reading Think
Aloud Sheet and the audio-taping of the participants in the experimental group working in
co-operative groups. Moreover, after the instruction, the participants of the experimental
group were interviewed on the four key reading strategies they used and their opinions on
group work. All the qualitative data supported the findings from the quantitative data.
The results from both types of data then provided evidence that corroborated the research
hypotheses as they were formulated from the research questions.
This chapter is divided into three sections: the first examines the results presented
in chapter four, the second discusses the implications of these results, and the third offers
suggestions and recommendations for future research on reciprocal teaching.
Discussion of the findings
The results indicated that reciprocal teaching had a significantly positive effect on
the English reading comprehension and metacognitive reading strategies of high-school
students. The posttest mean score of the experimental group was significantly higher than
that of the control group at 0.05 level. Reciprocal teaching also enhanced the reading
ability of both the proficient and less proficient students. Moreover, the students in the
experimental group employed significantly more metacognitive reading strategies after
reciprocal teaching at 0.05 level.
The effects of reciprocal teaching on English reading ability.
Regarding the quantitative findings, the first one revealed that the participants in
the experimental group significantly improved their reading ability after being taught
through reciprocal teaching.