Input Modification and Self-Questioning:
Effect on Level 7 Students’ Comprehension of Science Texts
By:
Haidee Matibag-Angeles
ABSTRACT
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 HP-Baseline-self questioning (HP-B-SQ), HP-Baseline-without
self-questioning (HP-B), HP-Simplified-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 (LP-B), 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 data from this study, it
is concluded that reader input would have more significant effect on readers’
comprehension than text input.
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