Effects of SQ3R Strategy on Grade 11 Students’ Reading Comprehension and Attitudes: The Case of Ambo Secondary School

Abstract

This study examined the effects of SQ3R (Survey, Question, Read, Recite, and Review) strategy instruction on students' reading comprehension and their attitudes toward using SQ3R at Ambo Secondary School Grade 11 students. Experimental and control groups participated in this study. The experimental group (N=68) participated in SQ3R instruction for four months while control group (N=72) did not participate the instruction. A quasi-experimental research design was used. Reading comprehension test and interview were used as data gathering instruments. Quantitative data was analysed by using T-test and interview results were analysed qualitatively. The result of this study indicated that SQ3R strategy instruction positively affected the students' reading comprehension. There was statistical difference between the students who participated in the intervention and those who did not, t (69) =-7.27, p=.001. Students participated in SQ3R intervention also had positive attitude toward using the SQ3R as active reading strategy. Hence, SQ3R should be included in the reading skills instruction to improve students’ reading comprehension, and their attitudes toward the SQ3R use.