Basic Education Student Reading Comprehension: The Role Of Teachers And Parents In Oman
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Date
2013-06
Authors
Saif Alazri, Saif Nasser
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The main purpose of this study was to investigate the performance of grade four Omani Basic Education students in reading comprehension to see if it related to their attitudes toward reading, their parents' involvement in reading, their teachers' attitudes toward reading and self-efficacy beliefs about teaching reading. The study also uncovered the contribution of these factors as predictors of student reading comprehension performance and their attitudes toward reading. The study sample was (840) students of the 4th –grade, who were selected from (42) Omani government schools of five Educational Governorates in Oman. In collecting the data, five instruments were used, and upon the descriptive analysis it was shown that Basic Education students in Oman had a moderate reading comprehension level, as well as positive attitudes toward reading. Their parents had a moderate reading involvement level; their teachers had positive attitudes toward reading and moderate self-efficacy beliefs about teaching reading. The Multivariate Analysis of Variance (MANOVA) revealed no significant differences in student reading comprehension performance with respect to their gender; however, the results indicated significant differences between male and female students in their attitudes toward reading with regard to their gender. Regarding teachers‟ teaching experience, The Multivariate Analysis of Variance (MANOVA) revealed no significant differences among teachers in their attitudes toward reading and in their self-efficacy beliefs about teaching reading with respect to their teaching experience. The Analysis of Variance (ANOVA) revealed no significant differences in parental involvement in reading based on demographic variables: gender, age and highest education level. Hierarchical Linear Modeling (HLM) revealed the student attitudes toward reading, parental involvement in reading and teachers' self-efficacy beliefs about teaching reading were significantly predicted the student reading comprehension performance. In all Hierarchical Linear Modeling, it appears that student attitudes toward reading made the biggest contribution as a predictor of their reading comprehension performance, followed by teachers' self-efficacy beliefs about teaching reading, and parents' involvement in reading. Hierarchical Linear Modeling (HLM) also revealed that the two predictors: parental involvement in reading and teachers‟ attitudes toward reading contributed significantly in the prediction of student attitudes toward reading. Parental involvement in reading made the biggest contribution as a predictor of student attitudes toward reading followed by teachers‟ attitudes toward reading. The results showed that student reading comprehension performance correlated positively with their attitudes toward reading, their parents' involvement in reading and their teachers' self-efficacy beliefs about teaching; however, it correlated negatively with teachers' attitudes toward reading. Student attitudes toward reading correlated positively with their parents' involvement in reading and their teachers' attitudes toward reading, but it correlated negatively with teachers' self-efficacy beliefs about teaching reading.
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Keywords
Education Student Reading Comprehension , The Role Of Teachers And Parents