Abstract
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.
Authors
1-Sadia Khan Ph.D. Scholar, Institute of Education and Research (IER), University of Punjab, Lahore, Punjab, Pakistan.2-Abid Hussain Ch. Dean Education, Institute of Education and Research (IER), University of Punjab, Lahore, Punjab, Pakistan.
Keywords
Reciprocal Teaching, Experimental Evidence, Classroom Intervention
DOI Number
10.31703/gssr.2021(VI-III).09
Page Nos
80-87
Volume & Issue
VI - III
