Effects of two types of input modification and self-questioning on level 7 students' comprehension of science texts

• Main Author: Angeles, Haidee Matibag
• Format: text
• Language: English
• Published: Animo Repository 2008
• Subjects: Reading comprehension > Education (Secondary); Reading comprehension; Language and Literacy Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3704; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10542/viewcontent/CDTG004421_P.pdf; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10542/filename/0/type/additional/viewcontent/CDTG004421_F.pdf
• Institution: De La Salle University

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.