The Effect of a Strategy Based on Transformative Learning Theory on Developing Persuasive Reading Skills among Fifth Scientific Grade Female Students

Abstract

The current study aims to identify the effect of a strategy based on Transformative Learning Theory on developing persuasive reading skills among fifth scientific grade female students. The researcher adopted a quasi-experimental design with partial control. The research sample consisted of (71) female students, distributed into two groups: (36) students in the experimental group and (35) students in the control group.

The two groups were equivalent in several variables, including chronological age, parents’ educational attainment, motivation, intelligence, and the pre-test. The researcher prepared instructional lesson plans and a persuasive reading skills test. All instruments were presented to experts, and their validity and reliability were verified.

At the end of the experiment, the persuasive reading skills test was administered. The collected data were analyzed and statistically processed. The results revealed the superiority of the experimental group over the control group in developing persuasive reading skills. Based on these findings, the researcher concluded that the strategy based on Transformative Learning Theory is effective in teaching. Accordingly, a number of recommendations and suggestions were presented for conducting further complementary studies related to the current research