The Effect of Using Drama Technique on the Reading Comprehension Achievement of First Secondary
- Details
- Category: Dept of Curricula and Instruction
- Published: Monday, 07 May 2012 03:00
- Written by Nesreen Mohammad Al-Ja'afreh
- Hits: 2231
Abstract
The Effect of Using Drama Technique on the Reading Comprehension Achievement of First Secondary
Female Students in Al- Ghour Directorate of Education
Nesreen Mohammad Al-Ja'afreh
Mu'tah University, 2010
This study aimed at investigating the effect of using drama technique on the reading comprehension achievement of first secondary female students in Al- Ghour Directorate of Education through answering the following questions: What is the effect, if any, of using drama technique on enhancing the reading comprehension achievement of first secondary class female EFL students in Al-Ghour Directorate of Education? Is there any statistically significant effect of using drama technique on the first secondary grade female students' reading comprehension achievement according to their linguistic levels (high, intermediate and low)?
The population of the present study consisted of (360) first secondary female students in all public schools in Al- Ghour Directorate of Education during the second semester of the academic year 2009/2010. The sample consisted of (41) female students in Zanopia Secondary School for Girls, which was selected purposefully, and assigned randomly into two groups; the experimental group consisted of (21) students and the control group consisted of (20) students.
To achieve the purpose of the study, a reading comprehension test, which was assessed for validity and reliability, was designed as a pre and post test. Also, an observation checklist was used. A t-test was conducted to test the equivalence of the two groups and the significance of differences between the post-test means for both groups. Analysis of one-way (ANOVA) was used to test the significance of the difference between the three levels (high, intermediate, low); also Sedak for multiple comparisons was used. Percentages of the participating students' behavior through the checklist were calculated. The findings of the study revealed that there was a statistically significant effect (α ≤0.05) for using drama technique on reading comprehension achievement of first secondary female students. Also, there was a statistically significant effect (α ≤0.05) for using drama technique on the first secondary grade female students' reading comprehension achievement according to their linguistic levels (high, intermediate and low).
Based on the findings of the study, the researcher suggested that further experimentations under different conditions for longer time duration are recommended on other English language skills like speaking, grammar and writing.