Ehe effectiveness of mastery learing in developing some reading skills among secondary school students

A close inspection of the previous chapter reveals that the summative reading comprehension skills achievement test was administered to both the experimental and the control groups as a post-test. This test was intended to measure the degree of improvement in the students’ achievement of the target reading skills as a result of the treatment . Students’ papers were scored by the researcher ,according to a model answer sheet of the summative reading ,comprehension skills achievement test. Each item was given one roark. Thus the total summative test was granted a total score of 45 arks.In this chapter the results of this study will be presented and interpreted in the light of its hypotheses, theoretical background and previous studies. Two main hypotheses were stated in the present study, but for the suitability of verifying them each has been divided }nto five sub-hypotheses corresponding to the five dependent variables mployed in the study, namely: (1) identifying the main idea, (2) nderstanding relationships between sentences and ideas, (3) drawingnferences and logical conclusions, (4) distinguishing facts from pinions and (5) total reading comprehension skills.To test the effectiveness of adopting Bloom’s mastery learning trategy in enhancing students’ reading comprehension skills ’erformance and increasing the percentage of the students attaining I astery of the target reading skills, the data obtained were analyzed sing both the descriptive statics (mean [M], standard deviation [SD],ariance [S 2] and percentages [0/0] and inferential statics (T -test for nrelated means and chi-square [X2] for unrelated percentages).T -test was used in order to control statistically any initial , ifferences in the students’ reading comprehension performance hich might have been present and might confound differences etween the two groups before performing the experimental treatment