EFFECT OF MULTIPASS STRATEGY ON READING COMPREHENSION OF GRADE-5 STUDENTS IN THE SUBJECT OF ENGLISH

Abstract

The present study was a progressive and innovative study designed to investigate the effectiveness of Multipass strategy in teaching of English to 5th grade students. The main objectives of the study were; (i) to explore the effect of Multipass starategy on students’ reading comprehension in English subject, (ii) to investigate the difference between pre-test and post-test scores of both the control and experimental groups, and (iii) to investigate the effect of Multipass strategy for both the high achievers and low achievers. To understand the stated objectives null hypotheses have been developed and tested on a sample of respondents.  All the 5th grade girl students in District Swabi constitute the population of study and 50 students of Grade-V of G.G.P.S Tordher, Swabi were randomly selected from the population and divided equally into control and experimental groups through combined sampling technique. Low achievers and high achievers’ students have been divided in each groups equally by using Pre-test, post-test equivalent group design. The experimental group was given stimulus in the form of teaching through Multipass strategy while the control group was taught by tradition method for six weeks. After the treatment Post-test was administered to both the groups. To find out the effects of ‘Multipass strategy on the reading Comprehension, the significance of difference between the mean scores of groups at 0.05 level was tested by applying t-test. Data analysis confirmed that the experimental group scored notably better than the control group on post-test, displaying the advantageous result of Multipass method over the traditional method. On the basis of findings, it had been concluded that primary school teachers need should use scholar targeted techniques like Multipass to expand students reading comprehension. For this purpose, the teachers ought to be properly trained. It is also conjointly suggested that curriculum must even be adjuvant for Multipass Strategy.