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 Malaysia
Online Access:	https://ir.uitm.edu.my/id/eprint/14158/1/TM_LIYANA%20AHMAD%20AFIP%20ED%2011_5.pdf
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id	my-uitm-ir.14158
record_format	uketd_dc
spelling	my-uitm-ir.141582016-06-28T09:04:33Z Questioning strategy and academic reading performance: the case of low proficient students / Liyana Ahmad Afip 2011 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 https://ir.uitm.edu.my/id/eprint/14158/ https://ir.uitm.edu.my/id/eprint/14158/1/TM_LIYANA%20AHMAD%20AFIP%20ED%2011_5.pdf text en public mphil masters Universiti Teknologi MARA Faculty of Education
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
topic	Remedial teaching Remedial teaching Malaysia
spellingShingle	Remedial teaching Remedial teaching 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
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
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
granting_institution	Universiti Teknologi MARA
granting_department	Faculty of Education
publishDate	2011
url	https://ir.uitm.edu.my/id/eprint/14158/1/TM_LIYANA%20AHMAD%20AFIP%20ED%2011_5.pdf
_version_	1783733218231451648

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

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