Integrating Higher Order Thinking Skills (HOTS) on The Tenth Graders To Improve Learners' Achievement In Reading Comprehension In Jenin District

Year: 
2010
Discussion Committee: 
Dr. Suzan Arafat- Supervisor
Dr. Fayez Aqel- Co-Supervisor
Dr. Sameer El-Isa- Internal examiner
Dr. Omar Abu Humos-External examiner
Supervisors: 
Dr.Suzan Arafat
Dr.Fayez Aqel
Authors: 
Soheer Mahmoud Ahmad Abu Nejmeh
Abstract: 
Integrating Higher Order Thinking Skills(HOTS)On Tenth Graders To Improve Learners' Achievement In Reading Comprehension In Jenin District. Reading skill has not been given due care by the teachers of English language in the classrooms so students are no more lifelong readers. As a result,teachers should be aware of the strategies that they can follow when they start reading in order for the reading process to be fruitful. One of the reading strategies that can help students comprehend what they read is higher order thinking strategies. The researcher conducted this study to investigate the effect of using higher order thinking strategies on the students' reading comprehension. Therefore, the researcher conducted her research to answer the following questions: 1. Are there any significant differences at (α=0.05) in the students' achievement between first and second applications for the (inferring, questioning and summarizing) group? 2. Are there any significant differences at (α=0.05) in the students' achievement between first and second applications for the control group? 3. Are there any significant differences at (α=0.05)in the students' achievement on the first application due to gender? To achieve the study objectives, the researcher selected an appropriate reading passage and constructed a reading comprehension achievement test after reviewing several studies and adopted positive points of them. Each experimental group was taught according to one of the three higher order thinking skills (HOTS) (inferring, questioning and summarizing) while the control group was taught without using any of these skills. Afterwards, students in all groups were asked to answer the questions of the reading achievement test. The results were analyzed using two way analysis of variance, paired test, and Shafe Post-Hoc test. The findings of the study indicated significant differences in favor of the experimental groups taught using the (HOTS) strategies. The findings also revealed significant differences in the reading achievement test scores attributed to sex and no significant differences attributed to the interaction of sex with strategy. In the light of the findings, the researcher recommended that teachers should give more attention to the (HOTS) strategies. She also recommended further research to investigate the effects of other (HOTS) strategies.
Pages Count: 
113
Status: 
Published