Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip

This research investigates whether questioning strategy could affect the reading performance of less proficient readers. The main objectives of the research were to 1) determine metacognitive strategies used by the less proficient readers in reading, 2) investigate students' perceptions of ques...

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Main Author:	Ahmad Afip, Liyana
Format:	Thesis
Language:	English
Published:	2011
Subjects:	Remedial teaching Diagnosis, evaluation, prediction, improvement techniques Malaysia
Online Access:	http://ir.uitm.edu.my/id/eprint/14158/ http://ir.uitm.edu.my/id/eprint/14158/1/TM_LIYANA%20AHMAD%20AFIP%20ED%2011_5.pdf

id	uitm-14158
recordtype	eprints
spelling	uitm-141582016-06-28T09:04:33Z http://ir.uitm.edu.my/id/eprint/14158/ Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip Ahmad Afip, Liyana Remedial teaching Diagnosis, evaluation, prediction, improvement techniques Malaysia This research investigates whether questioning strategy could affect the reading performance of less proficient readers. The main objectives of the research were to 1) determine metacognitive strategies used by the less proficient readers in reading, 2) investigate students' perceptions of questioning strategy in reading, 3) investigate whether questioning strategy could affect students' reading performance and 4) investigate whether questioning strategy could affect students' reading performance by gender. The research employed a quasi-experimental design. A total of sixty low proficiency Form Six students were purposively selected and assigned into two groups namely the Experimental Group and the Control Group. The instruments used were questionnaire, a pre-test, a post-test, three reading lessons (using questioning strategy) and five open-ended questions for reflection session. Both groups had to answer a questionnaire, sit for a pre-test, participate in fliree reading lessons and sit for a post-test. Only the students in the Experimental Group had to participate in strategy training and reflection session. The findings revealed that non-proficient students were high reading strategy-users. The students in Experimental Group gave positive feedback regarding the use and effect of questioning strategy and the result from independent t-test and paired sample t-tests showed a significant difference, revealing the effectiveness of the strategy. It also had positively affected the reading performance of both male and female students in Experimental Group. These findings have direct implications on the teaching and learning English to the less proficient learners. It proves that strategies are trainable and there are avenues for teachers to help these students. 2011 Thesis NonPeerReviewed text en http://ir.uitm.edu.my/id/eprint/14158/1/TM_LIYANA%20AHMAD%20AFIP%20ED%2011_5.pdf Ahmad Afip, Liyana (2011) Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip. Masters thesis, Universiti Teknologi MARA.
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Teknologi MARA
building	UiTM Institutional Repository
collection	Online Access
language	English
topic	Remedial teaching Diagnosis, evaluation, prediction, improvement techniques Malaysia
spellingShingle	Remedial teaching Diagnosis, evaluation, prediction, improvement techniques Malaysia Ahmad Afip, Liyana Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip
description	This research investigates whether questioning strategy could affect the reading performance of less proficient readers. The main objectives of the research were to 1) determine metacognitive strategies used by the less proficient readers in reading, 2) investigate students' perceptions of questioning strategy in reading, 3) investigate whether questioning strategy could affect students' reading performance and 4) investigate whether questioning strategy could affect students' reading performance by gender. The research employed a quasi-experimental design. A total of sixty low proficiency Form Six students were purposively selected and assigned into two groups namely the Experimental Group and the Control Group. The instruments used were questionnaire, a pre-test, a post-test, three reading lessons (using questioning strategy) and five open-ended questions for reflection session. Both groups had to answer a questionnaire, sit for a pre-test, participate in fliree reading lessons and sit for a post-test. Only the students in the Experimental Group had to participate in strategy training and reflection session. The findings revealed that non-proficient students were high reading strategy-users. The students in Experimental Group gave positive feedback regarding the use and effect of questioning strategy and the result from independent t-test and paired sample t-tests showed a significant difference, revealing the effectiveness of the strategy. It also had positively affected the reading performance of both male and female students in Experimental Group. These findings have direct implications on the teaching and learning English to the less proficient learners. It proves that strategies are trainable and there are avenues for teachers to help these students.
format	Thesis
author	Ahmad Afip, Liyana
author_facet	Ahmad Afip, Liyana
author_sort	Ahmad Afip, Liyana
title	Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip
title_short	Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip
title_full	Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip
title_fullStr	Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip
title_full_unstemmed	Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip
title_sort	questioning strategy and academic reading performance: the case of low proficient students / liyana ahmad afip
publishDate	2011
url	http://ir.uitm.edu.my/id/eprint/14158/ http://ir.uitm.edu.my/id/eprint/14158/1/TM_LIYANA%20AHMAD%20AFIP%20ED%2011_5.pdf
first_indexed	2023-09-18T22:51:00Z
last_indexed	2023-09-18T22:51:00Z
_version_	1777417543398457344

Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip

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