首页> 外文期刊>Journal of Education and Practice >The Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town. May, 2019
【24h】

The Practice of Teaching Reading Comprehension in Secondary Schools: A Case of Debre Markos Administrative Town. May, 2019

机译:中学阅读理解教学的实践:以Debre Markos行政镇为例。 2019年5月

获取原文
       

摘要

This study aimed to assess practices of teachers in teaching reading comprehension in secondary schools of Debre Markos administrative town. For this, descriptive survey design and both quantitative and qualitative data analyses approaches were employed. The samples were 254 students and 33 teachers selected using systematic random sampling. Questionnaire, interview, classroom observation and documents were data collection tools. Both descriptive (mean, SD, frequency and percentage) and inferential statistics (one sample–test) were used to analyze the quantitative data and thematic narration for qualitative. The one sample t-test value for pre-reading phase obtained from teachers (M=3.01), which is almost equal to expected mean t-value (t=0.36, df=32, p0.05) and from students (M=2.21) is significantly lower than expected mean value (t=103.27, df=253, p0.05). This indicates that the implementation of pre-reading activities was not as expected. The while reading phase mean scores obtained from teachers (M=2.73), (t= -7.93, df=32, p0.05) and students (M= 2.27) are lower than the expected mean value (t=103.27, df=253, p0.05) indicates that the implementation of while-reading activities was not as expected. Similarly, for post reading phase, the mean score obtained from teachers (M=2.82), (t= -3.76, df=32, p0.05)and from students (M= 2.16) both found lower than the expected value (t=78.34, df=253, p0.05) implies that the implementation of post-reading activities was not as expected. The one-sample test score for the application of teaching strategies obtained from teachers (M=3.67) is significantly greater than the expected mean t-value (t=13.83, df=32, p0.05). But the mean value (M=2.50) obtained from students is significantly lower than expected mean t-value (t=91.54, df=253, p0.05). This indicates that teachers and students react differently. Moreover, student, teachers, subject content and context related factors were found affecting teachers teaching practice significantly with some differences in between teachers and students. The qualitative data also showed that the three phases of reading comprehension were not practiced to the expected level. In addition teachers, students, the context were causal factors that hamper the practice dominantly. Thus, it is possible to recommend that trainings should be organized starting from school level to the MoE in order to improve teachers teaching capacity and to overcome the problems identified.
机译:本研究旨在评估Debre Markos行政镇中学中学教师在阅读理解教学中的实践。为此,采用了描述性调查设计以及定量和定性数据分析方法。样本为254名学生和33名教师,采用系统随机抽样的方法。问卷,访谈,课堂观察和文件都是数据收集工具。描述性(均值,SD,频率和百分比)和推论统计(一个样本检验)均用于分析定量数据和主题叙述,以定性。从教师(M = 3.01)获得的一个预读阶段样本t检验值,几乎等于预期的平均t值(t = 0.36,df = 32,p> 0.05)和学生(M = 2.21)明显低于预期平均值(t = 103.27,df = 253,p <0.05)。这表明预读活动的实施不符合预期。从教师(M = 2.73),(t = -7.93,df = 32,p <0.05)和学生(M = 2.27)获得的边读阶段平均得分低于预期平均值(t = 103.27,df = 253(p <0.05)表示边读边阅读活动的执行情况与预期的不同。同样,在后期阅读阶段,从教师(M = 2.82),(t = -3.76,df = 32,p <0.05)和学生(M = 2.16)获得的平均得分均低于预期值(t = 78.34,df = 253,p <0.05)表示阅读后活动的实施不符合预期。从教师那里获得的适用于教学策略的单样本测试分数(M = 3.67)明显大于预期的平均t值(t = 13.83,df = 32,p <0.05)。但是从学生那里获得的平均值(M = 2.50)明显低于预期的平均t值(t = 91.54,df = 253,p <0.05)。这表明老师和学生的反应不同。此外,发现学生,教师,学科内容和情境相关因素对教师的教学实践有显着影响,但在师生之间存在一些差异。定性数据还表明,阅读理解的三个阶段未达到预期水平。另外,教师,学生,背景是导致妨碍实践的主要因素。因此,可以建议从学校到教育部组织培训,以提高教师的教学能力并克服所发现的问题。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号