The Effects of Integrated Multi-level Question Answering Strategy Instruction on Fifth Grader’s Reading Comprehension, Reading Self-Efficacy and Reading Strategy Use

• Main Authors: Lin, Ipin, 林依蘋
• Other Authors: Lu, Ichung
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/53660847722587369992

碩士 === 國立屏東教育大學 === 教育心理與輔導學系碩士班 === 101 === The purpose of this study was to explore the effects of the instrucion of Multi-level Question Answering Strategy (MQAS) on fifth grader’s reading comprehension, reading self-efficacy and reading strategy use. This study adopted an unequal pre-test and post-test quasi-experimental design. The participants, totaled 59 fifth-graders, were from two classes of an elementary school in Kaohsiung City. The two classes were assigned to the experimental group and the control group randomly. The experimental group received the MQAS instruction as part of the language arts curriculum and the control group received the traditional instruction. The instruction lasted 10 weeks, two 40-minute sessions per week. Before, right after, and two weeks after the experiment, the students took a test of language arts text comprehension, a standardized reading comprehension test, a reading self-efficacy scale and a reading strategy use scale. The major findings of the study were as following: 1. There was no significant performance difference between experimental group and control group on the post-test and the retention-test of language arts text comprehension. 2. Tthe experimental group performed significantly better than the control group on the total score of the standardized reading comprehension test in both the post-test and the retention-test. Also, the experimental group performed significantly better than the control group on the score of locate/recall subtest in the post-test and the score on the critique/evaluate subtest in the retention-test. 3. There were no significant differences between experimental group and control group on the post-test and retention-test of reading self-efficacy and reading strategy use. 4. After receiving the MQAS instruction, more than 70% of the students reported that MQAS was helpful for facilitating reading comprehension and academic performance. However, only 24% of the students stated that they had learned the strategy well and nearly 70% of the students reported that help was needed for using the strategy. More than 90% of the students agreed that it was easier to pay attention in the language arts class when MQAS was taught and they liked language arts class more, and more than 87% of students said that they were willing to receive similar instruction in the future.