AN EVALUATIVE STUDY OF READING PLUS BOOK FOR THE 11TH AND 12TH GRADE STUDENTS AS PERCEIVED BY TEACHER AND STUDENT IN JENIN PUBLIC SCHOOLS
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Date
2022-06-07
Authors
Al-Ardah, Iman
Journal Title
Journal ISSN
Volume Title
Publisher
جامعة النجاح الوطنية
Abstract
The goal of this study was to assess the Reading Plus book for 11th and 12th grade students and teachers in the Jenin governorate. The researcher employed a hybrid strategy to attain this goal. Data was collected through survey questionnaires and interviews during the academic year 2020-2021. The total degree of students' perspective toward the Reading Plus book was 3.33, indicating a reasonable level of estimation, according to quantitative methodologies. The results revealed that the variables of gender, grade, and school had no differences (α≤ 0.05) in the perspectives of eleventh and twelfth graders toward the attractiveness of the text, the subject and content, exercises, the language type, the language skills, and the context of Reading Plus Book.
While the qualitative method revealed that English language teachers had positive attitudes toward the language type, language skills, and attractiveness of the English Reading Plus textbook, the quantitative method revealed that English language teachers had negative attitudes toward the language type, language skills, and attractiveness of the English Reading Plus textbook. English teachers were critical of the Reading Plus Book's content, themes, exercises, and context.
Based on these findings, the researcher advised curricula designers to make changes to the comprehension activities and content of Reading Plus BOOK in order to meet modern currents in the teaching and educational process, such as following different and complementary kinds of curriculum mainly reading strategies.
Description
The goal of this study was to assess the Reading Plus book for 11th and 12th grade students and teachers in the Jenin governorate. The researcher employed a hybrid strategy to attain this goal. Data was collected through survey questionnaires and interviews during the academic year 2020-2021. The total degree of students' perspective toward the Reading Plus book was 3.33, indicating a reasonable level of estimation, according to quantitative methodologies. The results revealed that the variables of gender, grade, and school had no differences (α≤ 0.05) in the perspectives of eleventh and twelfth graders toward the attractiveness of the text, the subject and content, exercises, the language type, the language skills, and the context of Reading Plus Book.
While the qualitative method revealed that English language teachers had positive attitudes toward the language type, language skills, and attractiveness of the English Reading Plus textbook, the quantitative method revealed that English language teachers had negative attitudes toward the language type, language skills, and attractiveness of the English Reading Plus textbook. English teachers were critical of the Reading Plus Book's content, themes, exercises, and context.
Based on these findings, the researcher advised curricula designers to make changes to the comprehension activities and content of Reading Plus BOOK in order to meet modern currents in the teaching and educational process, such as following different and complementary kinds of curriculum mainly reading strategies.
Keywords
Evaluation, Reading Plus Textbook, Teachers’ and students’ perspectives, English Language.