Please use this identifier to cite or link to this item:
|Title||Effectiveness of Using Scaffolding Strategy on Developing Seventh Graders' Reading Comprehension Skills|
This study aimed at examining the effectiveness of using scaffolding strategy on developing reading comprehension skills for the seventh graders at UNRWA schools in Gaza. In order to achieve the aim of the study, the researcher adopted an experimental research design. The sample of the study which was purposefully chosen consisted of (63) students. The experimental group included (32) students taught reading comprehension by scaffolding techniques, while the control group included (31) students who were taught reading comprehension by an ordinary way. The experiment was conducted in the second term of the school year (2014-2015). The researcher conducted a content analysis card to determine the reading comprehension skills in the content of English for Palestine 7A pupil's book and used Holsti's equation to count the reliability of the analysis. According to the result of the analysis, the researcher designed an achievement test. The validity of the test was refereed by the specialists and Pearson Correlation Coefficient, whereas the reliability of the test was measured by Kuder Richardson 20 equation and Split Half Technique. The results of the achievement test were statistically analyzed by using T-test Paired Sample to measure the differences in reading comprehension skills between the pre-test and the post-test of the experimental group. T-test Independent Sample was used to measure the differences in reading comprehension skills between the experimental group and control group in the post test. Furthermore, the effectiveness of scaffolding strategy was measured by "Effect Size" technique to ensure that the effect on the levels of the reading comprehension skills had not taken place accidentally. The results of the study indicated that there were statistically significant differences between the mean scores of the experimental group and those of the control group in favour of the experimental group. The differences were attributed to the use of scaffolding strategy. Based on the findings, the researcher recommended English language teachers adopt scaffolding strategy in teaching English in general and in teaching reading in particular. Also, he recommended coordinators, supervisors and specialists hold training courses to train English language teachers on using the scaffolding strategy.
|Publisher||الجامعة الإسلامية - غزة|
|Files in this item|