Date of Publication
2008
Document Type
Master's Thesis
Degree Name
Master of Arts in English Language Education
Subject Categories
Language and Literacy Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
English and Applied Linguistics
Thesis Adviser
Remedios Z. Miciano
Defense Panel Chair
Corazon V. Balarbar
Defense Panel Member
Leonisa A. Mojica
Leah G. Gustillo
Abstract/Summary
To investigate the effects of simplification and elaboration as well as self questioning active reading strategy on level 7 students reading comprehension of science texts, a research investigation was conducted. Following a quasi-experimental research design, 120 level 7 students were assigned to 12 experimental groups, namely HPBaseline- self questioning (HP-B-SQ), HP-Baseline-without self-questioning (HP-B), HPSimplified- self-questioning (HP-S-SQ), HP-Simplified-without self-questioning (HP-S), HP-Elaborated-self-questioning (HP-E-SQ), HP-Elaborated- without self-questioning (HP), LP-Baseline-self questioning (LP-B-S), LP-Baseline-without self-questioning (LPB), LP-Simplified-self-questioning (LP-S-SQ), LP-Simplified-without self-questioning (LP-S), LP-Elaborated-self-questioning (LP-E-SQ), and LP- Elaborated-without self questioning (LP-E). T-tests and analyses of variance conducted revealed that elaboration and self-questioning active reading strategy have significant positive main effects on high proficiency and low proficiency students reading comprehension of science texts. However, the absence of significant interaction effect of input modification, self questioning active reading strategy, and readers reading proficiency level on the students reading comprehension of science texts indicates that self-questioning active reading strategy has a positive main effect on students comprehension regardless of readers proficiency level and the type of text presented to the students. Hence, based on the limited data from this study, it is concluded that reader input would have more significant effect on readers comprehension than text input.
Abstract Format
html
Language
English
Format
Electronic
Accession Number
CDTG004421
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
VI, 116 leaves ; 28 cm.
Keywords
Reading comprehension -- Education (Secondary); Reading comprehension
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Recommended Citation
Angeles, H. M. (2008). Effects of two types of input modification and self-questioning on level 7 students' comprehension of science texts. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/3704
