Volume 1, Issue 1 (10-2016)                   Iranian Journal of Educational Sociology 2016, 1(1): 54-59 | Back to browse issues page

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Abolmaali K, Aghaeepour Gavasaraee2 M. The role of Philosophy for Children (p4c) Teaching Approach for Improving the Reading Comprehension Skills of Guidance School Female Students. Iranian Journal of Educational Sociology 2016; 1 (1) :54-59
URL: http://iase-idje.ir/article-1-38-en.html
Abstract:   (2831 Views)

Article history:
Received date: 26 August, 2016
Review date: 9 October 2016
Accepted date:21October 2016
Printed on line:1 September
Purpose: The aim of the current study was investigating the role of Philosophy for Children (p4c) teaching approach in increasing first grade female high school students reading comprehension in Tehran educational five zone. Materials and method: From all statistical population 60 students were selected through multi cluster sampling and were assigned to experimental (30) and control (30) groups randomly. Data collection was done through employing reading comprehensions section of preliminary English test (pet). Philosophy for Children (p4c) teaching approach were performed in 10 sessions, 90 minutes every session. The research method was semi-experimental including pretest- post-test with control group following a follow up stage. Analysis of covariance and t test were employed for data analysis. Findings: The results show that there was a significant difference between experimental and control group in post-test stage. T-test results found a significant relationship between (p4c) approaches and improved post-test scores. Discussion: It means that those students who received Philosophy for Children (p4c) teaching approach outperformed their peers in control group. So (p4c) approach can be considered as an effective method for improving students reading comprehension method.

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Type of Study: Research Article | Subject: Special
Received: 2017/01/8 | Accepted: 2017/01/8 | Published: 2017/01/8

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