The Effectiveness of a Web 2.0-based Reciprocal-teaching Paradigm in Developing ‎Saudi-university Students’ Reading Comprehension ‎

Abstract

The present study's intent was to propose a web 2.0-based reciprocal-teaching paradigm, test its effectiveness in developing reading comprehension of Saudi-university students and examine the differences between males and females in reading comprehension as per the effect of the proposed paradigm. Participants comprised 120 students selected randomly from Al-Qassim University distributed between the experimental and control groups. A Web-2.0 based reciprocal-teaching paradigm and a reading-comprehension test were designed by the researcher. Both groups were pretested. The experimental-group students were taught using the proposed paradigm implementing the suggested strategy. The control-group students had their regular classes. The posttest was administered after that. Results indicated no statistically significant differences between the mean scores of the students of the two groups in the pre-administration of the test. Significant differences were detected between the mean scores of the two groups in the post-administration of the test in favour of the experimental group. There were significant differences between the mean scores of the experimental-group students in the pre -and post- administrations of the test in favour of the post- administration. No significant differences were detected between the mean scores of the control-group students in the pre and post-administrations. Similarly, no significant differences were found between the mean scores of males and females in the experimental group in the post-administration of the test. The proposed paradigm proved to be effective in developing reading comprehension of Saudi-university students