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This study examined the effects of reciprocal teaching (RT) on the perceived reading comprehension self-efficacy of post-graduate students. The study was designed in pre-test post-test experimental
design with a control group. Qualitative data was also collected from the intervention group students and
the classroom professor who carried out the intervention lessons. Participants consist of typically developing
post-graduate students from a state university (n = 34) in Pakistan. While the intervention group used a total
of 36 lesson hours of RT techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional
ways in the control group. No statistically significant difference was found between the post-test scores of the
intervention and control groups [t (32) = 1.06, p = .30, p¿.05]. Students stated that the most difficult RT
strategy was summarizing, while the easiest was prediction. These findings have revealed new perspectives
on RT.
Muhammad Tariq Bhatti, Syed Gulzar Ali Shah. (2021) The Effects of Reciprocal Teaching on Perceived Reading Comprehension Self-Efficacy: Reflections of Post-Graduate Students and their Professor, Journal of Education & Social Sciences, Volume 9, Issue-1.
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