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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 86 / 233

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

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

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

experimental group.

To answer research question 3, the data were analyzed as follows:

3. The posttest mean scores of the participants in the experimental group and the

control group were calculated using the independent t-test to determine the presence of

any significant difference.

To answer research question 4, the data from the pre- and post-administration of

the RSQ was analyzed as follows:

4. The data obtained from the pre- and post-administration of the RSQ to the

experimental group were analyzed by descriptive statistics using the software SPSS for

WINDOWS to determine the mean scores and standard deviation (SD) for every

metacognitive reading strategy employed by these participants before and after instruction

through reciprocal teaching, in order to highlight any difference between the mean scores

of the students’ ratings from the pre- and post-administration of the RSQ.

The findings were to demonstrate the difference between the reading strategies the

experimental group employed prior to and after receiving instruction through reciprocal

teaching. According to Oxford (1990), the scale value and its interpretation of the

frequency of use for each reading strategy offer five levels: a) a very high level is

demonstrated by mean scores between 4.50 and 5.00, b) a high level is defined by mean

scores ranging between 3.50 and 4.49, c) a medium level is obtained by mean scores

between 2.50 and 3.49, d) a low level is defined by mean scores between 1.50 and 2.49,

and e) a very low level is characterized by mean scores between 1.00 and 1.49.

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