IMPACT OF RECIPROCAL TEACHING METHOD ON PERCEIVED READING SKILLS OF K12 STUDENTS

Authors

  • Muhammad Tariq Bhatti
  • Roshan Ali Teevno
  • Shila Devi

Keywords:

K12 students, perceptions, control and experimental group, reading skills Reciprocal Teaching.

Abstract

The aim of this studyis to explorethe relationship between reciprocal teaching (RTM) andself perceived reading skillsof K12 students. This is a mixed method study; qualitative as well as quantitative data were collected and analyzed. For this purpose, experimental design and phenomenology approach were applied in this research. Through this, it was investigated that how much reciprocal teaching method of reading may impact in enhancing self perceptions of the teacher and college students and their reading skills at college level. In this way, experimental control grouppre and post-test design adopted. Qualitative data were collected from the experiment group and teacher by introducingthe tool developed by Melnick et al., (2009), titled asReader Self Perception Scale. Through random sampling technique (N=72) K12 students of apublic sector college were chosen. Results showed the very statistically significant variance between experiment and control groups. This study confirmed the supremacy of reciprocal teaching method (RTM) over the traditional methods of reading skills. We also found a positive relationship between RTM self perceptions. Study has revealed some new perspectives of RTM in perceived reading skills of college students.

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Published

2021-07-22

How to Cite

Muhammad Tariq Bhatti, Roshan Ali Teevno, & Shila Devi. (2021). IMPACT OF RECIPROCAL TEACHING METHOD ON PERCEIVED READING SKILLS OF K12 STUDENTS. PalArch’s Journal of Archaeology of Egypt / Egyptology, 18(08), 4941-4952. Retrieved from https://archives.palarch.nl/index.php/jae/article/view/10060