The Effectiveness of Using PQ4R Strategy in Teaching Reading Comprehension in Arabic Language Subject among Ninth Grade Students’ Achievement in Jordan

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Introduction
The review of the educational literature emphasized the need for teaching strategies that seek to develop the students' higher mental abilities to achieve the desired goals based on the teacher's confidence in the usefulness of these strategies, his enthusiasm to use them and the extent of his benefit of using these strategies.He is the designer and leader of the cognitive activity in line with the abilities of students, the scientific and successive technological discoveries (Qatami, 2001).
The most prominent of these strategies are the meta-cognition strategies, which include a set of elements: students' awareness of their cognitive or mental processes.These processes consist of planning, supervising, developing, and ultimately completing the task to assess the effectiveness of the operations they have performed; in order to ensure that the assigned objectives have been achieved (Nofal, 2008).
The strategy of PQ4R is considered one of the meta-cognition strategies.It is known as: A strategy that deals with the education of learning; as it helps the learner to comprehend, memorize, and retain the included reading topics in order to access to the real learning; so students shall be aware of the contents of the reading texts; which helps them to transfer their learning to other learning situations.Thus, students will be able to self-learning following the basic steps of this strategy, namely: Preview (P), Question (Q), Reading (R), Reflect (R), Recite (R), Review (R) (Sudarman, 2009).
Students can be taught the reading texts using this strategy through the following steps (Trainto, 2007).
1. Preview: by taking a preliminary look in preparation for the reading of landmarks, headlines, and prominent ideas as an attempt to summarize, and predict the content of the reading text.
2. Question: (Asking questions, questioning): Here are also considered ideas, and headings to be converted to questions depending on the text containing the appropriate answers; using the tool WH-Questions (who, what, where, why …).
The 4R in strategy (PQ4R) means: 3. (Reading): in this step, students are asked to read the scientific material carefully, with awareness of the main and sub-ideas to get the correct answers to the questions put forward in the previous step.2004) has pointed out that the comprehension is: the accuracy of the perception of content and the readiness of mental ability to conclude; so it enables students to employ the mental signs, and the evidential of the skill of reading in addition to linguistic and sensory evidence, which prepares them for more visualization.Thus, it becomes easier for them to comprehend compared with other students.5. (Recite): in this step students recite their answers loudly after reading them carefully and writing the answers in the booklet.This will require students to recall information in details, which are extracted from the reading text.
6. (Review): Finally, students review the ideas they have learned, the facts contained in the reading text when necessary, and can provide suggestions and non-traditional ideas.Some educators have called this step (review or recitation): repetition of information, examination of answers to ascertain their comprehension of the text (Hornby, 1995).
So, it can be concluded that the benefits of applying the strategy PQ4R cannot be achieved completely unless we apply its steps in order.If they are separate, it means that we will not achieve the desired goals of the implementation of the strategy we seek; it is an integral whole that cannot be fragmented.
The strategy PQ4R has many advantages.It is a strategy PQ4R that can be applied and implemented in all educational materials; it is not limited to languages alone.It can be implemented by students individually or collectively.This strategy makes reading a more lively process, activates previous knowledge among students, and links it to new learning with the transmission of the learning impact.In addition, it stimulates students' motivation to learn with all their mental capacities in all educational fields.It also achieves the students' confidence in their ability to participate, the positive role in learning, making them the focus of the educational process, working to increase the academic achievement of the students, allowing them to join the disciplines desired at university.
Given the importance of meta-cognition strategies in general and strategy PQ4R in particular, many studies were conducted.For example, Hashemi's study (2015) aimed to identify the effect of PQ4R strategy in the achievement of the subjects of sociology and critical thinking among fourth graders.The sample consisted of (54) female students randomly assigned to two groups: control and experimental.
The results of the study showed an increase in the achievement of the students of the experimental group for the effectiveness of strategy in recalling knowledge.Jabouri and Khuzai (2015) carried out a study that aimed at knowing the effectiveness of teaching by using PQ4R strategy in the cognitive preference of intermediate second grade students in the history subject.The sample was chosen intentionally.It consisted of ( 68) students who were randomly assigned to two groups: one of which was experimental (34) students who studied by using PQ4R strategy, and the second was the control group (34) students who studied in the traditional way.The study found that the students of the experimental group were superior to their counterparts in the traditional group.
Dawoud's study (2014) was intended to know the effect of PQ4R strategy in the achievement and retention of the second-grade students in the subject of biology.The sample was randomly selected and divided into two groups: control and experimental.The results showed the excellence of the students of the experimental group who studied by using the strategy of PQ4R in the achievement and retention test.Sayegh and Jabouri's study (2014) aimed to identify the effect of PQ4R strategy in the achievement of the second grade students in geography subject.The sample consisted of (70) Students randomly divided into two groups (control and experimental).The researchers followed the experimental approach.The study showed that the proficiency of the students in the experimental group, who studied by using the PQ4R strategy to the students in the control group who studied in the usual way.
Ghareeb's study (2011) was intended to know the effect of PQ4R strategy in the reading comprehension of the fifth graders.The study was conducted in Baghdad, and a sample was randomly selected from Al Khansa Preparatory School.The researcher chose class (A) which had (33) students as an experimental group and class (B)-34 students-as a control group.The results showed that the students of the experimental group were superior to the students of the control group in reading comprehension.
The study by AL-Ghamdi (2010)  self-questioning, while the second studied according to PQ4R strategy, and the third group studied in the traditional way.The tools of the study were a list of (38) reading comprehension skills, a list of (48) directed questions and a reading comprehension test which consisted of (44) questions.The test was applied before and after.The study showed the superiority of the experimental group students on the control group students in the reading comprehension.
A review of previous studies shows that some of them discussed the subject of achievement such as: the study by Ghareeb (2011).Also, the studies included some types of thinking such as: the study of Al-Hashemi (2015).Previous studies were applied in different fields such as history (Jabouri & Khozaie, 2015)'s study Geography such as the study by Sayegh and Jabouri (2014) and other fields.We also note that some previous studies have applied two strategies of meta-cognition strategies to balance them in influencing dependent variables such as the study by Ghamdi (2010).While the current study adopted one strategy: PQ4R strategy which has been conducted in Arabic language-Communication Skills.
It should be noted that the current study has benefited from previous studies in terms of theoretical literature, in addition to the development of the used tool of the study.What distinguishes the current study from the previous Arab and foreign studies in this regard is the measuring of the effect of the strategy PQ4R in the reading comprehension of the Arabic language subject among the ninth grade students.It was also distinguished in the geographic location in which it was applied, namely, the southern region of the Hashemite Kingdom of Jordan in Tafileh Governorate, in addition to its characteristics and ages.

Problem of Study
The problem of study can be summarized by asking this main question: Are there any statistical significant differences at (0.05 = α) between the average of the scores of the study samples in the achievement test of the reading comprehension attributed to the method of teaching (method of and PQ4R and the traditional way), and to gender (male and female), and to the interaction between gender and the way of teaching?

The Importance of the Study
The importance of the study is as follows: -The practical importance of meta-cognition strategies, including the strategy of PQ4R.
-Few studies-the best of researchers-hat focus on employing strategy PQ4R in the subject of Arabic language.

Objectives of the Study
The objective of the study is to investigate whether there is a statistical significant effect in the achievement of the ninth grade students due to the strategy of (PQ4R), gender or interaction between the strategy and gender.

The Terms of the Study (Procedural)
-Strategy PQ4R: The actual implementation of the steps of this strategy during the pedagogical treatment.
Its effect is measured by the students' scores in the achievement test that was prepared.
-Reading comprehension: The extent to which the basic ninth grade students can study reading comprehension texts, the exploration of the meanings and ideas inspired by the reading texts in the subject of the Arabic language, the formulation of concepts from one format to another, and the ability to put forward assumptions and predicting logical endings; so it is the product of interactive experience with reading texts.
-Achievement: The grades obtained by the students in the achievement test prepared by the researchers for this purpose.
-Ninth Grade: One of the basic stages in the schools of the Jordanian Ministry of Education.

Limitations of the Study
Spatial Limit: This study was conducted in the Directorate of Kasbah Al-Tafileh, specifically Omar Bin Al-Khattab Primary School for Boys and Al-Harith Bin Omair Elementary Mixed School.Time Limit: The study was conducted in the second semester of the academic year 2017/2016.
Objective Limit: The strategy f PQ4R has been applied to measure the skills of reading comprehension (direct, deductive, creative, and critical) in the Arabic language subject-Communication Skills-first edition of the year 2015.

Methodology of the Study
The present study adopted the semi-experimental approach based on two groups: one is the experimental and the other is control.

Population of the Study
The population of the study consisted of all the students of the ninth grade in the schools of the Directorate of Education in the province of Tafila: they were (14 81) students.

The Study Sample
The study sample consisted of 104 students (male and female) from my school Omar Ibn al-Khattab Boys School and Al-Harith bin Omair Basic Mixed school in the Directorate of Education in Tafila.They were selected intentionally because there were adequate school students.The study groups were selected randomly and the students were distributed by (52) students in both experimental groups and (52) male and female students in the two control groups.The following table shows the distribution of the study sample:

The Tools of the Study
It is an achievement test consisted of ( 28) items in the form of multiple choice test and complete the gaps…) as well as essay questions (short answer).The test measures four levels of comprehension Reading: direct comprehension, deductive comprehension, critical comprehension and creative comprehension.

The Validity of the Tool
To make sure the test has been verified, a group of arbitrators with experience in the field of Arabic language curricula, teaching strategies, the literature of the Arabic language, and the educational psychology, teachers and supervisors of Arabic language to verify the apparent reliability of the test, and in the light of the observations, some items of the test have been modified.

The Reliability of the Tool
To ensure the reliability of the test, the method of (Test-Retest), the test was applied on a pilot sample of ninth grade students within the population of the study and on a sample outside the study (40) students.
And after two weeks, the same test has been re-applied on the same sample, and then the internal consistency coefficient (Cronbach's alpha) was calculated (85.4).This value is appropriate for the purposes of the study.The stability was calculated using Split-Halfin Spearman Brown coefficient, the value was (87.8) which is also suitable for the purposes of the study.
-Test time: To determine the test time, the following equation is used: The time it took the first student to answer was 35 minutes, and the time taken by the last student was 45 minutes, so the time average of the test was 40 minutes.
-Difficulty and ease coefficients of testing: The Difficulty and Ease coefficients of testing were found.The Table above indicates that difficulty coefficients ranged between (.250-.80), and ease coefficients between (.250-.105).This indicates that the items of the test were appropriate.
The correction of the achievement test: The achievement test consisted of (28) questions included ( 16) multiple-choice questions and complete the gaps…, and (12) questions of (short essay).The test was corrected for each question by calculating one mark for the correct answer and zero for the wrong answer for each question.Thus, the total score of the test was (28) marks.
Group Equivalence in the achievement test: It has been made sure of the equivalence of the experimental and control groups through the use of the (Independent Samples Test) of the differences between two independent groups.Table 3 shows the result.The results in Table 3 indicate that there are no statistical significant differences between the control and experimental groups on the pre-test, which means the equivalence of the two groups.and the Standard deviation is (3.215).This means that there is an apparent difference in the arithmetic mean between the two groups (experimental and control) which is (0.48) mark.

Steps to Conduct the Study
It is also noted that there is approximation among the mark averages of the study subjects in the achievement pretest.The mean of the male students' marks is (10.25) and the standard deviation is (3.735), while the arithmetic mean of female students' marks is (10.92) and the standard deviation is (2.75).That is, there is an apparent difference in the arithmetic mean between the marks of male and female students which is (0.67).Table 3 for the results of the equivalence of the study groups showed that there were no statistical significant differences in the pre-test among the study groups.In contrast, the data in Table 4 indicate that there is an apparent difference between the means of the achievement of the experimental and control groups in the post-tests.The arithmetic mean of the performance of the experimental group members who have studied using strategy PQ4R is 17.00 and the Standard deviation is 6.18 while the arithmetic mean of the achievement of the control group members who have studied the same subject according the traditional way is 14.31 and the standard deviation is 5.55.The post-adjusted arithmetical means in Table 6 above show that the statistical significant difference for the strategy of teaching was in favor of students of the experimental group who studied using PQ4R strategy: the post-adjusted arithmetic mean to them is (17.06) while the post-adjusted arithmetic mean for students in the control group who studied according to the traditional method is (14.25).
The Table above shows that the statistical significant difference for gender was in favor of female students: the post -adjusted arithmetical mean is (19.33) while the post-adjusted arithmetical mean for male students is (11.89).

Discussion of the Results
The results in Table 5 indicate a statistical significant effect at (α = 0.05).It is due to the variable of teaching strategy: the value of (P) is (10.138).And this value is linked with a probability = (0.002).That is, there is a significant difference at (α = 0.05) in the achievement posttest.The results in the Table 6 show that the statistical significance of the teaching strategy was for the benefit of students in the experimental group who have studied using PQ4R strategy.Probably, it is due to the important role of PQ4R strategy.Its six steps present a positive role in clarifying and establishing the content of the reading texts in the mind of the students: a student takes a good chance in understanding reading comprehension text since he cast a preliminary look at the reading texts, thinking deeply then reading it well, finally discussing the findings.The students combine the reflective silent reading which allows him to concentrate with the verbal discussion that brings his ideas about the reading text.This gives pleasure to the process of reading and learning and thus improves the process of comprehension.This result corresponds with the result of Ghareeb's study (2011), Ghamdi's study (2010), Sraidi's study (2012), and Zamarone's study (2008).
The results in Table 6 above indicate a statistical significant effect at the level of significance (α = 0.05) 4. (Reflection): (Visual perception, reflection).Visual perception: the students think deeply about what they are reading to produce a visual image based on mental frames/schemes to infer contents, trying to link the learnt knowledge with what they have in their minds.This definition reinforced by what the Arabic Language Academy ( Published by SCHOLINK INC.
was carried out to know the effectiveness of self-questioning and PQ4R strategies in the development of reading comprehension skills among the first secondary students in Saudi Arabia.The sample of the study consisted of 90 female students in the first preparatory grade.The students were divided into three groups: the first group studied by using the strategy of Published by SCHOLINK INC.