فرمت فایل : WORD (قابل ویرایش)
تعداد صفحات:150
پایان نامه جهت دریافت درجه کارشناسی ارشد (MA)
گرایش: آموزش
Subject:
The Effect of Team-Teaching on third Grade of Junior High School Students’ Reading Comprehension
Table of Contents
ACKNOWLEDGEMENTS
Abstract
Chapter I: Background and Purpose
1.1 Introduction 2
1.2 Statement of the Problem 4
1.3 Statement of the Research Question 7
1.4 Statement of the Research Hypothesis 7
1.5 Definition of key terms 7
1.5.1 Reading comprehension 7
1.5.2 Team Teaching: 8
1.6 Significance of the study 8
1.7 Limitations ,delimitations and assumptions 9
1.7.1 Limitation 9
1.7.2 Delimitation 10
1.7.3 Assumptions 10
Chapter II: Review of the Related Literature
2.1 Introduction 12
2.2 The History of Co-Teaching 12
2.3 Definition of Co-teaching 15
2.4 Rationale for Co-Teaching 17
2.5 Models and Roles of Co-Teaching 17
2.7 Roles of Teachers in Co-Teaching 23
2.8 Outcomes to Co-Teaching 24
2.9 Benefits for Students & Teachers 34
2.10 Challenges Found in Co-Teaching 35
2.11 Necessary Components for Effective Co-Teaching 36
2.12 Stages of Collaboration 37
2.13 Co-teaching: Benefits and Gaps in the Research 38
2.14 Student Perceptions 46
2.16 Team Teaching 50
2.16.1 Research on Team Teaching 51
2.17 Reading Comprehension 53
2.17.1 Reading Comprehension 53
2.17.2 Research on Reading Comprehension 54
Chapter III: Methodology
3.1 Introduction 57
3.2 Participants 57
3.3 Instrumentation 58
3.4 Language Proficiency Test 59
3.4.1 Listening Section 59
3.4.2 Reading and Writing Section 60
3.5 Reading Comprehension Test as a pretest and a post test 60
3.6 Instructional Materials 61
3.6.1 Course Book 61
3.6.2 Supplementary Reading Book 62
3.7 Procedure 62
3.7.1 Homogenizing the Participants 62
3.8 Design of the Study 65
3.9 Statistical Analysis 65
Chapter IV: Data Analysis and Interpretation
4.1. Introduction 69
4.2 Descriptive Statistics for the Piloting KET Proficiency Test 70
4.3 Descriptive Statistics of the KET Main Administration for Homogenization 71
4.4 Descriptive Statistics of the reading comprehension Pre-test 74
Descriptive Statistics for the pre-test 74
4.5. The Results of Testing the Null Hypothesis 80
4.6 Discussion 83
Chapter V: Conclusion, Pedagogical Implications, and Suggestions for Further Research
5.1Introduction 86
5.2 Summary of the Findings 86
5.3Conclusion 87
5.4. Theoretical Implications 88
5.5. Practical Implications 89
5.6. Suggestions for Further Research 90
References 91
APPENDICES 100
Appendix A 101
KEY English Test (KET) 101
Appendix B 116
چکیده 139
List of Tables
Table 3-1: Teacher Actions during Co-teaching 66
Table 4-1: Descriptive Statistics for KET Proficiency Test piloting 70
Table 4-2 Descriptive Statistics for KET Proficiency Test 71
Table 4-3: Reliability of the KET Proficiency Test Piloting 71
Table 4-4: Descriptive Statistics for KET Main Administration for Homogenization 72
Table 4-5: The Results of Normality Check of the Distribution of scores on KET 72
Table 4-6: Independent Samples T-test for Control and Experimental Groups’ KET scores 74
Table 4-7: Descriptive Statistics for the Results of the Pre-test 74
Table 4-8: Results of Normality of Distribution of Scores for reading comprehension Pre-test 76
Table 4-9: Independent Samples T- Test for Pre-test 77
Table 4-10: descriptive statistics for the results of the post-test 79
Table 4-11: Results of Normality of Distribution of Scores for reading comprehension Post-test 79
Table 4-12: Independent Samples Test for Post-test 80
Table 4-13: Independent Samples T- Test 82
List of Figures
Figure 4-1: The Histogram of Scores of KET Main Administration 73
Figure 4-2: Histogram of the Scores Obtained on the reading comprehension Pre-test of the Control Group 75
Figure 4-3: Histogram of the Scores Obtained on the reading comprehension Pre-test of the Experimental Group 76
Figure 4-4: Histogram of the Scores Obtained on the reading comprehension Post- test of the Control Group 78
Figure 4-5: Histogram of the Scores Obtained on the Reading Comprehension Post- test of the Experimental Group
چکیده
هدف از انجام این تحقیق بررسی تاثیر آموزش گروهی بر مهارت درک مطلب زبان آموزان بوده است. بدین منظور، 64 زبان آموز پایه سوم راهنمایی از میان 90 نفر بر اساس نتایج به دست آمده در آزمون پایلوت شده KET انتخاب شدند. این زبان آموزان به طور تصادفی در دو گروه شامل یک گروه آزمایشی و یک گروه کنترل هر کدام متشکل از 32 نفر قرار داده شدند. سپس زبان آموزان هر دو گروه درآزمون درک مطلب معلم ساخته که به عنوان آزمون همگنی درک مطلب برگزار شد شرکت کردند. در هر دو گروه، زبان آموزان از عنوانهای مشابه در مدت زمان تدریس مشابه بهره‌مند شدند. تنها تفاوت بین دو گروه این بود که در گروه آزمایشی از مدل تدریس گروهی استفاده شد. در انتهای دوره، آزمون درک مطلب معلم ساخته دیگری از مطالب تدریس شده در طول دوره ی آموزش برای بار دیگر اما به عنوان پس آزمون بین زبان‌آموزان هر دو گروه برگزار شد و با استفاده از آزمون مستقل تی فرضیه موجود در این مطالعه رد شد بدین معنى که استفاده از آموزش تدریس گروهی بر یادگیری درک مطلب زبان آموزان تاثیر قابل ملاحظه داشت.