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This research was conducted to assess the effectiveness of study group activity guide in Expository Reading and Writing Course at the College of Architecture. The experimental group used the study group activity guide method while the control group used the traditional lecture method. Specifically, the study aimed to determine if by giving the architecture students ample time to answer guide questions and to interact with the other members of a particular group, with the teacher acting as a moderator, achievement in Expository Reading and Writing course can be improved. Two classes of level 2 students enrolled at the College of Architecture-Qassim University, in Second Semester 2012-2013 were the samples of the study. Both groups were composed of thirty students each, with one group as the experimental and the other group as the control. The study showed that that the experimental group which used the study group activity guide performed better as compared in the control group. This is attributed to better retention and learning among the architecture students in the experimental group because of several phases and types of learning experiences they were exposed.

The Effect of Study Group Activity Guide in Expository Reading and Writing Course at the College of Architecture in Qassim University