The Effectiveness of Reciprocal Teaching in Developing Scientific Meta-Reading Skills and Enhancing Academic Achievement among Gifted and Under-Achievers in Primary School's Students

Abstract

This study aimed to identify the effectiveness of reciprocal teaching in developing the meta-scientific reading skills and academic achievement with a sample of gifted pupils with varied academic achievement levels enrolled in a science course at the primary educational cycle. The sample of the study consisted of 80 students randomly selected from the pupils of the fifth primary level. These students were stratified in accordance with the variables of age, sex and the level of under achievement in the science course). The sample was randomly divided into two groups: the first is experimental and the second is control. The two groups were taught in accordance to the reciprocal teaching methods. Fourteen lessons were taught during seven weeks in the second semester of the academic year 1434/1435 AH. In order to measure the effectiveness of the reciprocal teaching methods, The scale of meta-scientific reading of Al-Farmawi and Redwan (2014) was applied before and after the experiment. Furthermore, an achievement test prepared by the researcher was applied on the students of both groups. The study results showed that there were statistically significant differences at (0.01) between the mean scores of the experimental and the control groups. The differences were in favor of the experimental group and in the rest of female pupils who studied with reciprocal teaching.