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|Title||The Impact of Using Question Answer Relationships Strategy on Enhancing Sixth Graders’ Higher Order Thinking Skills in Reading and Their Attitudes Toward it|
|Title in Arabic||فاعلية استخدام استراتيجية علاقات الاجابات بالاسئلة في تنمية مهارات التفكير العليا لقراءة اللغة الانجليزية لدى طلاب الصف السادس الاساسي و اتجاهاتهم نحوها|
The study aimed to investigate the impact of using Question Answer Relationships strategy on enhancing sixth graders' Higher Order Thinking Skills in Reading and their attitude toward Reading. The target skills were analysis, synthesis, and evaluation .For answering the questions of the study, the researcher adopted the experimental design . The sample of the study consisted of (77)students distributed into two groups. One of the groups represented the experimental group of (38) students; and the other represented the control one of (39) students. The groups were randomly chosen from UNRWA Beit Hanoun Elem Coed "A" School in Gaza Strip. The Question Answer Relationships strategy was used in teaching the experimental group while the traditional method was used with the control one in the second term of the school year (2013-2014). For collecting the data the researcher constructed three tools (The Higher Order Thinking Skills test of three skills with (28)items was designed and validated to be used as a pre and post test and a scale with (30)items to measure the students’ attitudes toward reading in the English language for the sixth graders was used .In addition, the researcher use an observation card as a supportive tool to measure the experimental group development in acquiring Higher Order Thinking Skills. The data of the study were analyzed using T-test independent sample, which was used to determine significant differences between the groups . Effect size technique was used to measure the effect size of the Question Answer Relationships strategy on the experimental group in each scope of the higher order thinking test. The results indicated that there were statistically significant differences between both groups in favor the experimental one. The effect size technique indicated a large effect of the Question Answer Relationships strategy on improving synthesis, and evaluation skills while it had a medium effect on improving analysis skills for the experimental group. The results of the observation card showed a large effect on the students performance in all HOTS domains through using Question Answer Relationships strategy. The attitude scale indicated that there were no statistically significant differences between the experimental and the control group's attitude toward reading in post application. . The study recommended to use the QAR strategy in teaching English language to improve students' higher order thinking and reading comprehension . It was also suggested to conducted further research investigate the effectiveness of QAR strategy on developing the students' HOTS in other school subjects.
|Publisher||الجامعة الإسلامية - غزة|
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