The effects of reciprocal teaching on reading comprehension, retention on learning and self-efficacy perception

Abstract

This study was carried out to test the effects of reciprocal teaching on reading comprehension skills, learning retention and self-efficacy perception of reading comprehension. Research was conducted in 4th grade Turkish lessons of a primary school located in the Central Anatolia region of Turkey with experimental and control groups of 25 randomly assigned students. Experimental method was used in the research and findings were supported with qualitative data. Data were collected through the Reading Comprehension Skills Achievement Test, Self-efficacy Perception Scale for Reading Comprehension and Student Interview Form, each developed by the researchers. According to the findings of the research, there was a significant difference between students in the experimental group where the reciprocal teaching technique was implemented and students in the control group where the traditional teaching process was continued in terms of the achievement level and retention scores of the reading comprehension in favor of the experimental group. However, no significant difference was found between the groups in terms of self-efficacy levels. The students in the experimental group expressed that they were pleased to have the opportunity to lead their friends, to have a say in guiding the lesson, this technique facilitated their understanding of the texts they read and it provided them with a group work environment.

Students’ Perceptions of Reciprocal Teaching in Reading Comprehension Class

“…It is in line with Kula and Budak (2020) who also explained the students' perceptions toward reciprocal teaching in reading comprehension comprehension. They ISSN 0216 -809X (Print) ISSN 2685 -4112 (Online) found that in implementing reciprocal teaching in reading comprehension class, the students had been given chances to work with their group member to exchange ideas.…”

“…Moreover, Kula and Budak (2020) also desrcribed the students' perceptions considering reciprocal teaching in reading comprehension comprehension. With 25 students as the participants at primary school in Turkey, this study aims to explore students' perceptions about reciprocal teaching by dividing students into some groups.…”

Mind Games with the Views of Classroom Teachers

“…Noise is also a negative condition in other research results in which mind games are played (Demirel, 2015). It is possible to come across similar noise-related results not only as a special case for mind games but also in other studies where students work in groups (Kula & Budak, 2020). In fact, one of the reasons why there is noise in the classroom during group work and playing games may be the flow of students.…”

The Contribution of Using Cooperative Learning Methods on Students’ Achievement and Retention in Secondary Schools during Chemistry Lesson

“…It has been stated that educators and educational institutions have not implemented a comprehensive approach to improving students' retention [17]. According to other reports, low concept mastery some of which was brought on by incorrect learning outcomes influences low student retention as well [19]. Consequently, when knowledge about a particular concept or topic is not preserved, poor performance and accomplishment may follow.…”