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Abstract
The aim of this study was to investigate the effectiveness of a program based on civic issues on developing the English reading skills of secondary school students.
It was mainly hypothesized that there are no statistically significant differences between the mean scores of the experimental group and their peers of the control group in the pre- test of the reading skills.
It was also hypothesized that there are no statistically significant differences between the mean scores of the experimental group in the pre and post test of the reading skills.
Finally it was hypothesized that there are no statistically significant differences between the mean scores of the experimental group and their peers of the control group in the post- test of the reading skills and its sub-parts.
Four classes were randomly selected from first year secondary classes in Alexandria Governorate. The four classes were then randomly assigned to be the experimental and control groups of the study; two classes for the experimental group and the other two for the control group (there were 100 students in each group).
The experimental group students were subjected to the independent variable that is teaching reading adopting a civic program, while the control group students received regular instruction that is based on the teacher’s manual of the text book and the Reader.
Two equivalent test forms were prepared to apply the quasi- experimental design. The tests of reading were piloted. The validity and reliability of each one was investigated. Moreover, the inter rater. reliability was calculated and the correlation coefficient between the two forms of the test was measured. The results indicated a positive correlation between the two versions. It was 0.85 which was statistically significant at the level 0.01. The treatment took place throughout the first term of the year 2004-2005.
Statistical procedures were applied on the data obtained after applying the post-test of the reading skill and its sub-parts. Results indicated that there were no statistically significant differences between the two groups in the pre-test of the reading skill and its sub-parts. This is an evident that the two groups were of nearly equal level in relation to their reading skills. It also reflected their poor performance concerning the reading skills.