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首页> 外文期刊>Research on Humanities and Social Sciences >Improving Five Grade Government Girls Primary School Students Reading Comprehension Skills in Sindh Pakistan
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Improving Five Grade Government Girls Primary School Students Reading Comprehension Skills in Sindh Pakistan

机译：改善五年级政府女童小学生阅读施工中的施懂技能

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摘要

The design of this study was a quasi-experimental study. The study was conducted in GGPS Gul Mohmmad Parhyar. The population of this study included all the fifth grade students of GGPS Gul Mohmmad Parhyar in the academic year of 2019/2020. Two classes were selected from the population as the experimental and control groups, i.e. Class V A and Class V B. There were 15 students in Class A and 15 students in Class B. Class A was chosen as the experimental group while Class B was chosen as the control group. The experimental group was taught by using strategic reading-SQ3R whereas the control group was taught by using non-strategic reading-SQ3R. The data were collected by administering a pre-test and a post-test. The data were analyzed using independent P test.The results of the data analysis are as follows. First, the mean score of the post-test in the experimental group (29.67) is higher than that in the control group (27.33). Second, there is a significant difference in the reading comprehension ability between both groups indicated by the results, in which the significance level is 5% or 0.05 and p value 0.000 which is less then 0.05.Therefore, our result give the evidence in favor of research hypothesis that is“There is a significant difference in the reading comprehension ability between the 5th grade students GGps Gul Mohmmad Parhyar in the academic year of 2019-20.
机译：该研究的设计是一种准实验研究。该研究是在GGPS GUL Mohmmmad Parerherar进行的。本研究人口包括2019/2012年学年GGPS Gul Mohmmmad Parreal的所有五年级学生。从人口中选择了两种课程，作为实验和对照组，即VA类和V级B. B类和15级学生中有15名学生，被选为实验组，而B级被选为实验组对照组。通过使用战略阅读-SQ3R来教导实验组，而通过使用非战略阅读-SQ3R来教导对照组。通过施用预测试和测试后收集数据。使用独立的P测试分析数据。数据分析结果如下。首先，实验组（29.67）中试验后的平均得分高于对照组（27.33）。其次，两组之间的阅读理解能力存在显着差异，其中显着性水平为5％或0.05，P值0.000，较少的0.05。因此，我们的结果给出了有利的证据研究假设是“2019 - 20年学年学生GGPS GUL Mohmmad Parreal之间的阅读理解能力存在显着差异。

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