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Journal of Education & Social Sciences - Volume 9, Issue 1 2021
By Muhammad Tariq Bhatti, Syed Gulzar Ali Shah
10.20547/jess0912109104
Keywords: Reciprocal teaching, self-efficacy, reading comprehension, post-graduates.
This study examined the effects of reciprocal teaching (RT) on the perceived reading comprehension self-efficacy of post-graduate students. The study was designed in pre-test post-test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom professor who carried out the intervention lessons. Participants consist of typically developing post-graduate students from a state university (n = 34) in Pakistan. While the intervention group used a total of 36 lesson hours of RT techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. No statistically significant difference was found between the post-test scores of the intervention and control groups [t (32) = 1.06, p = .30, p>.05]. Students stated that the most difficult RT strategy was summarizing, while the easiest was prediction. These findings have revealed new perspectives on RT
Submission Date: 19 Dec, 2020 Reviews Completed: 27 Mar, 2021Acceptance Date: 14 Apr, 2021 Publication Date: 26 Apr, 2021