Effects of Integrated Social Constructivist Reading Instruction On Reading Comprehension, Teamwork Skills, And Attitudes Toward Learning English: A Case Study Of Ethiopian Grade 8 Students

Addis, Kebede

dc.contributor.author	Addis, Kebede
dc.date.accessioned	2026-08-18T05:53:46Z
dc.date.available	2026-08-18T05:53:46Z
dc.date.issued	2026-01
dc.identifier.uri	http://ir.bdu.edu.et/handle/123456789/16987
dc.description.abstract	The present study aimed to examine the effect of integrated social constructivist reading instruction such as problem-based learning (PBL), collaborative learning, cooperative learning (CL), and scaffolding on grade 8 students’ reading comprehension, teamwork skills, attitudes towards learning English reading, and teaching strategies. The study employed a mixed method quasi-experimental design that embraced pretest and posttest group comparison. The participants of the study were 64 Grade 8 students (33 males and 31 females) from two sections at Shashemane Primary School during the 2021/22 academic year. The study used a lottery method to divide the participants into experimental and control groups. Pretest and posttest measures were used to assess both groups’ reading comprehension skills. Pretest and posttest questionnaire was administered on students in the experimental group to see their attitude towards learning English reading and strategies in teaching reading. Data on students’ teamwork skills, and indicators of attitude change were collected through Classroom observations, post-observation discussions, FGDs, and interviews. An independent samples t-test was performed to determine whether there were statistically significant inter-group mean score differences on the reading comprehension pretest and posttest, and the gain differences. One sample t test was run to estimate the experimental group students’ attitude towards learning English reading and strategies in teaching reading. The posttest results revealed that the intervention improved the reading comprehension skills of the experimental group. The comparison of the gain differences between the pretest and posttest scores showed that the experimental group performed significantly better than the control group. Similarly, the results of the present study showed that social constructivist teaching methods improve students' teamwork skills, and their attitude towards learning English reading and social constructivism strategies in teaching reading. Recommendations are given based on the study’s findings.	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational Psychology	en_US
dc.title	Effects of Integrated Social Constructivist Reading Instruction On Reading Comprehension, Teamwork Skills, And Attitudes Toward Learning English: A Case Study Of Ethiopian Grade 8 Students	en_US
dc.type	Thesis	en_US