Impact of Questioning Strategies on Reading Comprehension of Pakistani O-Level Students

Authors

  • Dr. Samina Sarwat Khawaja Fareed University of Engineering and Information Technology, Rahim Yar Khan Author
  • Mobin Asghar Khawaja Fareed University of Engineering and Information Technology, Rahim Yar Khan Author
  • Syed Khuram Shahzad Institute of English Language and Literature (IELL) University of Sindh, Jamshoro Author
  • Waheed Shahzad Khwaja Fareed University of Engineering & Information Technology, Rahim Yar Khan Author

Abstract

Introduction: This research investigates the impact of questioning strategies on the reading comprehension skills of Pakistani O Level students. The study employed a true experimental research design, dividing 30 students from FFC Grammar School and College, Goth Machi, Sadiqabad, into Control and Experimental groups based on age and capability.

Methodology: Random sampling formed the Control and Experimental groups, with both undergoing pre and post-tests to assess reading comprehension levels. While the Control group received traditional teaching methods, the Experimental group received treatment involving diverse questioning techniques during reading activities.

Results/Findings: Statistical analysis revealed significant differences favoring the Experimental group. The implementation of varied questioning techniques led to improved comprehension of complex texts among students in this group.

Future Direction: This study underscores the efficacy of well-planned questioning approaches in enhancing reading comprehension. Further research could delve deeper into refining and optimizing these strategies to foster even better academic outcomes for O-level students in Pakistan.

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Published

2024-04-02

Issue

Vol. 3 No. 1 (2024): SPRY CONTEMPORARY EDUCATIONAL PRACTICES (SCEP)

Section

Articles