{"title":"基于图式理论的阅读前活动:提高中级水平的阅读理解","authors":"Shah Jehan, Faridullah Khan, Abdul Wahab","doi":"10.31703/gssr.2023(viii-ii).25","DOIUrl":null,"url":null,"abstract":"The study evaluated the efficacy of schema theory-based pre-reading activities in enhancing intermediate-level reading comprehension. The study was conducted solely on first-year English students at GHSS Togh Bala Kohat. The study involved 60 first-year students, divided into two groups of 30 participants each. The study employed two groups, a control group and an experimental group. The experimental group underwent five English lessons utilizing schema theory-based brainstorming activities while the control group received traditional instruction. Pre- and post-tests were administered to students to evaluate their performance and assess the outcomes of schema theory-based pre-reading exercises. The collected data were analyzed through SPSS. The study revealed that incorporating schema theory-based pre-reading exercises in teaching resulted in superior academic performance of students compared to those who were not exposed to such activities. After a period of four months, retention tests were conducted once more. The findings indicated that Schema-based pre-reading exercises improved students’ performance.","PeriodicalId":235368,"journal":{"name":"Global Social Sciences Review","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Unlocking the Power of Schema Theory based Pre-Reading Activities: Enhancing Reading Comprehension at the Intermediate Level\",\"authors\":\"Shah Jehan, Faridullah Khan, Abdul Wahab\",\"doi\":\"10.31703/gssr.2023(viii-ii).25\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The study evaluated the efficacy of schema theory-based pre-reading activities in enhancing intermediate-level reading comprehension. The study was conducted solely on first-year English students at GHSS Togh Bala Kohat. The study involved 60 first-year students, divided into two groups of 30 participants each. The study employed two groups, a control group and an experimental group. The experimental group underwent five English lessons utilizing schema theory-based brainstorming activities while the control group received traditional instruction. Pre- and post-tests were administered to students to evaluate their performance and assess the outcomes of schema theory-based pre-reading exercises. The collected data were analyzed through SPSS. The study revealed that incorporating schema theory-based pre-reading exercises in teaching resulted in superior academic performance of students compared to those who were not exposed to such activities. After a period of four months, retention tests were conducted once more. The findings indicated that Schema-based pre-reading exercises improved students’ performance.\",\"PeriodicalId\":235368,\"journal\":{\"name\":\"Global Social Sciences Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-06-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Global Social Sciences Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31703/gssr.2023(viii-ii).25\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Global Social Sciences Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31703/gssr.2023(viii-ii).25","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Unlocking the Power of Schema Theory based Pre-Reading Activities: Enhancing Reading Comprehension at the Intermediate Level
The study evaluated the efficacy of schema theory-based pre-reading activities in enhancing intermediate-level reading comprehension. The study was conducted solely on first-year English students at GHSS Togh Bala Kohat. The study involved 60 first-year students, divided into two groups of 30 participants each. The study employed two groups, a control group and an experimental group. The experimental group underwent five English lessons utilizing schema theory-based brainstorming activities while the control group received traditional instruction. Pre- and post-tests were administered to students to evaluate their performance and assess the outcomes of schema theory-based pre-reading exercises. The collected data were analyzed through SPSS. The study revealed that incorporating schema theory-based pre-reading exercises in teaching resulted in superior academic performance of students compared to those who were not exposed to such activities. After a period of four months, retention tests were conducted once more. The findings indicated that Schema-based pre-reading exercises improved students’ performance.