X hits on this document

PDF document

THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 91 / 233

733 views

0 shares

0 downloads

0 comments

91 / 233

77

Table 3 Reading Comprehension Mean Scores and Standard Deviations (SD) of the

Participants in the Reciprocal Teaching Group

Teaching method

Experimental Group

t

p

Before training

After training

Mean

SD

Mean

SD

Reciprocal Teaching

14.73

5.55

17.70 5.56

5.783

.000**

**p <0 .01

As shown in Table 4.1, the posttest mean score of the participants instructed

through the reciprocal teaching method (the experimental group) was significantly

different from their pretest mean score, at a level of 0.01. Since, in this study, the level

indicating a significant difference in results had been set at 0.05, it can thus be concluded

that the level of 0.01 is pointing to a significant difference in reading comprehension

before and after instruction through reciprocal teaching. This result strongly supports the

fact that the participants instructed through reciprocal teaching developed better

metacognitive reading awareness, self-regulation, and reading comprehension.

English Reading Ability of Proficient and Less Proficient Students of the Experimental

Group

To find out whether reciprocal teaching enhanced the English reading ability of

the proficient and less proficient students in the experimental group, the pretest and

posttest mean scores of all reading abilities were compared using the independent t-test to

determine whether there was a significant difference before and after instruction. The

results are presented below.

Document info
Document views733
Page views748
Page last viewedThu Dec 08 10:01:26 UTC 2016
Pages233
Paragraphs5584
Words51378

Comments