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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 85 / 233

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dialogues as they interacted with one another were recorded in order to investigate the

differences in the usage of the four main reading strategies between the proficient and less

proficient students and to study their social interaction while working together.

Data Analysis

The data collected through the above instruments were analyzed both

quantitatively and qualitatively. The data from the pretest and posttest were analyzed

quantitatively, whereas the data from the questionnaire, the Reading Think Aloud Sheet,

and the interviews were analyzed qualitatively.

Quantitative Data Analyses

To answer research question 1, the data from the pretest and posttest scores

collected from the English reading part of the National English Entrance Examination

2004 were analyzed as follows:

1. To investigate whether the participants’ reading comprehension improved after

instruction through reciprocal teaching, the pretest and posttest mean scores of the

students in the experimental group were compared to observe any significant difference

using the dependent t-test from the statistical software SPSS for WINDOWS.

To answer research question 2, the data were analyzed as follows:

2. The proficient students’ pretest and posttest mean scores collected from the

English reading part of the National English Entrance Examination 2004 were calculated

using the dependent t-test to determine the presence of any significant difference within

the group.

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