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THE EFFECTS OF RECIPROCAL TEACHING ON ENGLISH READING - page 92 / 233

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78

Mean

SD

Mean

SD

Proficient students (N = 15)

21.00

2.32

23.80

3.45

3.698

.034*

Less proficient students 9.50 (N = 15)

4.13

13.10

4.14

3.959

.003*

Table 4 Reading Comprehension Mean Scores and Standard Deviations (SD) of the

Proficient and Less Proficient Students in the Reciprocal Teaching Group

Students’ Ability

Pretest

Posttest

t

p

*p <0 .05

As shown in Table 4.2, both proficient and less proficient students in the

experimental group gained a significantly higher mean score in the posttest compared

with the pretest score. The difference between the two tests stands at 0.05 level for the

proficient students and at 0.01 level for the less proficient students. This indicates that

reciprocal teaching enhanced the English reading ability of both proficient and less

proficient students.

Comparison of English Reading Ability Results between the Experimental Group and

the Control Group

In order to find out which of the two groups, the one instructed through reciprocal

teaching and the one instructed through skill-based teaching, showed greater gain in

English reading ability, the posttest mean scores of both were compared using the

independent t-test to determine the presence of a significant difference. The results are

presented below.

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