The effect of using Peer Teaching Strategy on the development of reading comprehension in English subject for the Second Secondary students.

Authors

1 Associate Professor of Instructional Curriculum College of Education, Al-Dodami, Oayoun Shaqra university

2 Ministry of education

Abstract

This study aimed to measure the effect of peer teaching strategy on the development of English reading comprehension for the Second-grade students using quasi-experimental design, eighty students were randomly selected from the First Secondary School in Afif as a sample and were separated into two equivalent groups. The first is an experimental group of (40) students who were taught by using peer teaching strategy, the other is a control group of (40) students who were instructed through traditional method. The researcher prepared a reading comprehension test at these levels: literal, interpretive, and critical. The data was analyzed by applying weighted Mean, standard deviation, person correlation and Cronbach's Alpha, Independent, paired sample T-Test and ETA square Then, the result was revealed that:
There are statistically significant differences at the level (0.05) between the averages of the scores of the experimental and the control groups when considering the post-test in the overall degree of reading comprehension skills, in favor of the experimental group.
There are statistically significant differences at the level of (0.05) between the ordinal's averages of the experimental group grades in pre and post-test of the total level of reading comprehension skills, in favor of the post-test, in ETA square factor )0,53).

The study suggested to train English teachers on using peer teaching strategy as well as, to include peer teaching strategy in the textbook for Secondary level, it suggests also to include a guidebook for English teachers the reading comprehension skills for each grade.

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