Effectiveness of the Self-Schedule Strategy (K-W-L-H) in Understanding Reading and Academic Achievement among Students of the Second Intermediate Grade in the English Language

Abstract

This study evaluated the efficacy of the self-schedule strategy (K-W-L-H) on academic performance and reading proficiency in an English language course for intermediate-stage students in Masin Governorate. The researchers employed an experimental approach utilising a quasi-experimental design involving two groups (experimental and control) comprising a sample of 70 intermediate-stage students evenly divided between the two groups. Appropriate statistical analyses were conducted using statistical software to derive results. The findings indicated statistically significant differences at the (SPSS-24) social level between the dimensional averages of the experimental and the control group scores, favouring the experimental group at the (0.05) level in reading, listening and speaking skills, as well as in academic achievement. The total test outcomes favour the experimental group, according to the results. The researcher advocated for the implementation of the self-(K-W-L-H) table strategy and encouraged students to utilise it to enhance their English language skills. Additionally, organising a scientific symposium is essential for English language faculty members to gather their perspectives and attitudes regarding the utility and practicality of employing such advanced technologies in the development of English language skills.