THE PQ4R IN DEVELOPING READING COMPREHENSION, METACOGNITION, READING SELF-EFFICACY BELIEF AND RETENTION

Abstract

The purpose of current study is to elicit the effect of PQ4R on reading comprehension, metacognitive thinking, reading self-efficacy belief and retention. The study was conducted on 35 fourth graders in a primary school in the district of Western Black See region for 12 weeks during the fall term of the 2018-19 academic year. Mixed methods research design was used in the study. While the quantitative data was collecteed with “non-equivalent control group design”, in the qualitative part of study, case study was used. Instruments were “the reading comprehension test”, “the reading comprehension self-efficacy belief scale”, “metacognitive awareness inventory” and “focus group interview”. The results indicated that PQ4R learning strategy had a large effect on reading comprehension, metacogniti- ve thinking, self-efficacy and retention levels. It can be recommended that the pri- mary school teachers can use PQ4R learning strategy to increase students’ reading comprehension levels, metacognitive thinking skills related to reading strategies, reading self-efficacy beliefs and permanence of information