Sadaka, E. (2019). The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students. Journal of Research in Curriculum Instruction and Educational Technology, 5(4), 45-66. doi: 10.21608/jrciet.2019.54434
Elsayed Ahmed Mohammad Sadaka. "The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students". Journal of Research in Curriculum Instruction and Educational Technology, 5, 4, 2019, 45-66. doi: 10.21608/jrciet.2019.54434
Sadaka, E. (2019). 'The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students', Journal of Research in Curriculum Instruction and Educational Technology, 5(4), pp. 45-66. doi: 10.21608/jrciet.2019.54434
Sadaka, E. The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students. Journal of Research in Curriculum Instruction and Educational Technology, 2019; 5(4): 45-66. doi: 10.21608/jrciet.2019.54434
The Effectiveness of a Strategy Based on Action Research in Developing English Reading Comprehension Skills of Workers’ University Students
This pre-post experimental study aimed at investigating the effectiveness of a strategy based on Action Research in developing English reading comprehension skills of Workers’ University students, Kafr ElSheikh branch. The participants consisted of 70 students chosen from 1st year Workers' University students, department of industrial affairs in the first semester 2018 – 2019. The researcher used the following instruments: a reading comprehension skills checklist, and a pre-posttest on reading comprehension skills. The results revealed that there are statistically significant differences at (0.05) between the mean scores of the experimental group students and those of the control group students in the post-test in English reading comprehension skills in favor of the experimental group. Furthermore, the results pointed out that there are statistically significant differences at (0.05) between the mean scores of the experimental group students in the pre and post-test of some English reading comprehension skills in favor of the post-test.
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