The Role of Using P-BT (Process-based Technique) on Teaching Reading Skill in Iraqi Primary Schools

Abstract

This study intends to explore the role of process-based techniques in teaching reading to the 5th grade primary school learners. This technique aims to teach pupils the appropriate strategies for identifying different kinds of texts depending on the interaction between the information presented in the text and pupils’ background knowledge. To achieve the aims of the present study, the hypothesis proposes that there is no statistically significant difference in the performance of pupils who are taught by the Process-based Technique and those who are taught by the traditional teaching technique. To fulfill the aim of the study, an experiment was designed where two groups, each of 135 pupils, were randomly chosen from the 5th grade primary school. One group was assigned as the control group, while the other functioned as the experimental group, with both groups matched in age, parental education level, and prior achievement in English based on previous exam results. The scores obtained in the experiment were tested statistically, and it was seen that the experimental group achieved higher than the control group. A T-test formula was conducted for the independent samples. The obtained “t” value displayed the significant difference between the two groups, and more especially, the experimental group, instructed using the Process-Based Technique, outperformed the control group, which followed the conventional method. Consequently, the null hypothesis was rejected.