Open AccessEffect of Reciprocal Teaching on the Reading Motivation: Experimental Evidence from a Classroom Intervention
Author(s) -
Sadia Khan,
Abid Hussain
Publication year - 2021
Publication title -
global social sciences review
Language(s) - English
Resource type - Journals
eISSN - 2616-793X
pISSN - 2520-0348
DOI - 10.31703/gssr.2021(vi-iii).09
Subject(s) - reciprocal , reading (process) , reciprocal teaching , psychology , mathematics education , test (biology) , teaching method , intervention (counseling) , control (management) , research design , sample (material) , computer science , reading comprehension , mathematics , statistics , chemistry , chromatography , artificial intelligence , psychiatry , political science , law , biology , paleontology , philosophy , linguistics
The objective of this research exercise is to examine how reciprocal teaching affects 7th-grade students reading motivation in the subject of English. To meet the desired objective, the study employed a quasi-experimental design. The intact classes were randomly allocated to the experimental and control group. The experimental group was instructed with reciprocal teaching strategies, while the control group was taught with the traditional method. The Motivations for Reading Questionnaire (MRQ) was administered before and after the intervention. The study employed Pretest-Posttest Nonequivalent Control Group Design for data collection. The data was analyzed using the independent sample and paired sample t-test. The results of the study revealed that the motivation level of students who were taught with reciprocal teaching is significantly higher than those students who were taught with the traditional method. These results suggest that reciprocal teaching should be incorporated in teacher education programs as appropriate instructional practice for reading.