2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan
| Format: | General Document |
|---|
| _version_ | 1860798123193925632 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2022-12-29 |
| format | General Document |
| id | 16036 |
| institution | UniSZA |
| originalfilename | THE IMPACT OF HIGHER ORDER THINKING SKILLS STRATEGIES ON THE TWELFTH GRADERS’ READING COMPREHENSION IN JORDAN (PHD_2022).pdf |
| person | Yahya Matrouk Mohammad Al Raqqad |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16036 |
| sourcemedia | Server storage Scanned document |
| spelling | 16036 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=16036 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu Faculty of Languages & Communication English application/pdf 1.5 227 Server storage Scanned document Universiti Sultan Zainal Abidin UniSZA Private Access UNIVERSITI SULTAN ZAINAL ABIDIN SAMBox 2.4.24; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) Copyright©PWB2025 THE IMPACT OF HIGHER ORDER THINKING SKILLS STRATEGIES ON THE TWELFTH GRADERS’ READING COMPREHENSION IN JORDAN (PHD_2022).pdf 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan Yahya Matrouk Mohammad Al Raqqad Reading comprehension—Study and teaching—Jordan 2022-12-29 Higher Order Thinking Skills (HOTS) in reading comprehension Critical thinking and reading strategies EFL reading comprehension in Jordan Reading is a complex cognitive process of decoding symbols to derive meaning from written text. Many Jordanian students cannot read texts meaningfully, mainly because they only read the texts foreseen in the tests. When reading a passage, they give more attention to word correctness rather than understanding. To produce students who are capable of reading critically, they must move from the literal or lower thinking level to a higher degree, in which they can produce something with the items they acquire from the texts they have read. The study purports to explore the impact of the higher-order thinking skills (HOTS) strategies instruction on the twelve grade students’ reading comprehension in Jordan. This quantitative study employed a quasi-experimental research design. The study population consisted of 2048 students from 69 schools in Amman District. The 165 respondents were selected using a purposive sampling method, and they were divided randomly into two groups, 81 students in the control group and 84 students in the experimental group. The respondents in the control group were taught using a conventional method, whereas the respondents in the treatment group were approached using the HOTS strategies. Three instruments were used to collect the data in this study. A pre/posttest in reading comprehension was conducted for both groups to investigate students’ reading achievement before and after the intervention. In order to assess the students’ performance improvement in the experimental and control groups over the teaching period, five comprehension school tests were also administered over the teaching period. In addition, a binary-function survey was used to expose the techniques and reading abilities that students in the experimental group used to solve reading difficulties. The findings indicated a significant difference between the experimental and the control groups in the post‐test scores in favor of the experimental. The experimental group's mean for the posttest was 11.42, whereas the control group's mean was 9.27for the same test, according to a comparison of the two groups' mean scores. Moreover, the findings of the five comprehension schools’ improvement tests also indicated a progressive progression of the two groups in the five tests. In addition, the findings of the questionnaire were examined to show the reading habits and attitudes of the experimental students toward learning HOTS. Means, percentages, and standards of variation in the answers of the questionnaire showed that when reading, students had a positive attitude about learning HOTS strategies. HOTS strategies help learners improve their reading comprehension, and explicit instruction of HOTS strategies increases the acquisition of HOTS in students. The researcher hopes that the study will contribute to the justification for pursuing more strategic education in Jordan. The findings of this study can be used to assess more precise teaching for HOTS strategies in EFL reading lessons. The study recommends using the HOTS strategies in teaching the English language to improve students reading comprehension. Further research should be carried out to investigate the effectiveness of HOTS strategies in developing students’ reading skills in other school subjects. Dissertations, Academic Thesis |
| spellingShingle | 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan |
| state | Terengganu |
| subject | Reading comprehension—Study and teaching—Jordan Dissertations, Academic |
| summary | Reading is a complex cognitive process of decoding symbols to derive meaning from written text. Many Jordanian students cannot read texts meaningfully, mainly because they only read the texts foreseen in the tests. When reading a passage, they give more attention to word correctness rather than understanding. To produce students who are capable of reading critically, they must move from the literal or lower thinking level to a higher degree, in which they can produce something with the items they acquire from the texts they have read. The study purports to explore the impact of the higher-order thinking skills (HOTS) strategies instruction on the twelve grade students’ reading comprehension in Jordan. This quantitative study employed a quasi-experimental research design. The study population consisted of 2048 students from 69 schools in Amman District. The 165 respondents were selected using a purposive sampling method, and they were divided randomly into two groups, 81 students in the control group and 84 students in the experimental group. The respondents in the control group were taught using a conventional method, whereas the respondents in the treatment group were approached using the HOTS strategies. Three instruments were used to collect the data in this study. A pre/posttest in reading comprehension was conducted for both groups to investigate students’ reading achievement before and after the intervention. In order to assess the students’ performance improvement in the experimental and control groups over the teaching period, five comprehension school tests were also administered over the teaching period. In addition, a binary-function survey was used to expose the techniques and reading abilities that students in the experimental group used to solve reading difficulties. The findings indicated a significant difference between the experimental and the control groups in the post‐test scores in favor of the experimental. The experimental group's mean for the posttest was 11.42, whereas the control group's mean was 9.27for the same test, according to a comparison of the two groups' mean scores. Moreover, the findings of the five comprehension schools’ improvement tests also indicated a progressive progression of the two groups in the five tests. In addition, the findings of the questionnaire were examined to show the reading habits and attitudes of the experimental students toward learning HOTS. Means, percentages, and standards of variation in the answers of the questionnaire showed that when reading, students had a positive attitude about learning HOTS strategies. HOTS strategies help learners improve their reading comprehension, and explicit instruction of HOTS strategies increases the acquisition of HOTS in students. The researcher hopes that the study will contribute to the justification for pursuing more strategic education in Jordan. The findings of this study can be used to assess more precise teaching for HOTS strategies in EFL reading lessons. The study recommends using the HOTS strategies in teaching the English language to improve students reading comprehension. Further research should be carried out to investigate the effectiveness of HOTS strategies in developing students’ reading skills in other school subjects. |
| title | 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan |
| title_full | 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan |
| title_fullStr | 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan |
| title_full_unstemmed | 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan |
| title_short | 2022_The Impact of Higher Order Thinking Skills Strategies on the Twelfth Graders’ Reading Comprehension in Jordan |
| title_sort | 2022_the impact of higher order thinking skills strategies on the twelfth graders’ reading comprehension in jordan |