شبكة المعلومات العربية التربوية

The study aims at investigating the impact of employing some active learning based strategies on improving reading comprehension skills and self-efficacy among fifth graders in Gaza. To achieve the purpose of the study, the researcher adopted the experimental approach, with a randomly selected sample consisting (72) 5th grade male students from Al Bahrain Elementary School (A) during the first term of the scholastic year (2017/ 2018). The sample was divided into two equivalent groups, the experimental group with a sample comprising (36) male students taught via some active learning based strategies namely five fingers, jigsaw and Think, Pair, Share strategies and the control study with a sample comprising (36) male students taught via traditional way. The tools were designed by the researcher namely Pre-post Reading achievement test, and self-efficacy questionnaire scale. The study results showed that there were statistically significant differences at (a 0.05) between the mean scores of the experimental group and the mean scores of the control group in reading comprehension skills domain in favor of the former. Also the findings indicated that there were statistically significant differences at (a 0.05) between the mean scores of the experimental group and the mean score of the control group in the self-efficacy domain in favor of the experimental group. Moreover, the results showed that there was a correlation between active learning based strategies, reading comprehension and self-efficacy in the mean scores of the experimental group. Finally, the study results can conclude that this study proved that using some active learning based strategies is effective in improving reading comprehension skills and self-efficacy among fifth graders in Gaza, which means that using some active learning based strategies create effective learning environment. The following recommendations are provided: 1) enhancing the Palestinian English Language curriculum with different activities depending on using some active learning based strategies inside and outside the classroom, 2) activating the role of active learning based strategies in changing teachers’ role from an instructor dominating the class into an educator facilitating, guiding, supporting, and directing students towards a self-learning and student-centered class. (Author’s abstract)