Critique of an English study

1. Critique of an English study Presented by : Fatma Abu EL-khair Submitted by : Dr Awad Keshta 2012-2013

2. Critique of an English study Haboush, Z. Y. (2010). The Effectiveness of Using a Programme Based on Multiple Intelligences Theory on Eighth Graders’ English Reading Comprehension Skills. Islamic University of Gaza, Gaza Strip, Palestine.

3. This is a critique of an English study entitled: “The Effectiveness of Using a Programme Based on Multiple Intelligences Theory on Eighth Graders’ English Reading Comprehension Skills”, written by Mr. Ziyad Yousif Haboush in 2010. It contained from 200 pages; its language is clear and the size and the type of the font are clear and standard. The purpose of the study is clear .It discusses how teachers can improve eighth grade students’ English language reading comprehension skills through the use of multiple intelligences theory. The researcher adopts quasi- experimental approach in preparing this study to reach the results of this study. The following is a detailed critique for the elements of this study, clarifying the points of its strengths and weakness.

4. The title of the thesis is “The Effectiveness of Using a Programme Based on Multiple Intelligences Theory on Eighth Graders’ English Reading Comprehension Skills ". I think the title is clear, comprehensive , appropriate and indicative. It consists of 14 words which is an acceptable. It also includes the independent variable" Using a Programme Based on Multiple Intelligences" and the dependent one "Ss.' English Reading Comprehension Skills”. The population of this thesis is Eighth Graders while the place limit is not clear and specified in the title. In addition, these thesis contains of five chapters: back ground, literature review, methodology and procedures, results: analysis of data as well as findings discussion, conclusion, pedagogical implications and recommendations. Complete Arabic and English abstract are included at the beginning of the thesis while list of appendices, list of tables, list of abbreviations, list of figures are included at the end of it.

5. I think the abstract is specific , representative of thesis and written in correct form .On the other hand, I notice that the abstract is too long and includes some of the required points (aim – sample- instrumentation- the most important result and recommendation). But , it does not tell us about the (methodology, questions of the study).

6. The first chapter, background study, includes the following elements: introduction, statement of the problem, research questions, research hypotheses, purpose of the study, significance of the study, limitations of the study, definition of operational terms and abbreviations. The researcher presents his introduction in four pages; he starts talking about

7. more general points to less general. For example, he talks about language in general then he talks about English language as it has the lion share in the modern life. After that, he mentions the importance of teaching English, talks about reading skill and how it involves all the intelligences of Gardener and mentions some studies related to and supported his topic. Finally, he justifies his topic as it is significant to activate as many of these intelligences as possible to achieve skillful learning. In addition, he made the purpose of his study clear in the introduction , he formulates the problem of the research obviously and completely and included the independent variable" Using a Programme Based on Multiple Intelligences" and the dependent one "Ss.' English Reading Comprehension Skills”.

8. He poses one main question: To what extent does Multiple Intelligences (MI) theory improve Grade Eight students’ English reading comprehension skills?. I think it is clear ,appropriate , presented and related to the title of the study From the above mentioned question, the following sub-questions are derived: 1) Are there statistically significant differences at (α ≤ 0.05) between the performance of the control group and that of the experimental one in relation to the ‘total post test marks’?, 2) Are there statistically significant differences at (α ≤ 0.05) between the performance of the control group and that of the experimental one in relation to ‘skimming’ in the post test?, 3) Are there statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘scanning’ in the post test? 4) Are there statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘inferences’ in the post test?, 5) Are there statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘knowing the meaning of words through context’ in the post test? As well as 6) Are there statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘sequencing’ in the post test?.

9. He formulates all above mentioned sub-questions statistically under the research hypothesis; the following null hypothesis are formulated in order to be tested: 1) There are no statistically significant differences at (α ≤ 0.05) between the performance of the control group and that of the experimental one in relation to the ‘total post test marks’ , 2) There are no statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘skimming’ in the post test, 3) There are no statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘scanning’ in the post test. 4) There are no statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘inferences’ in the post test, 5) There are no statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘knowing the meaning of words through context’ in the post test, 6) There are no statistically significant differences at (α ≤ 0.05) between the performances of both groups in relation to ‘sequencing’ in the post test.

10. In my point of view, the number of the hypotheses is equal to the number of the questions. This is considered a point of strength. I think that the purpose of the thesis should have been stated in points in a number equals to the number of the questions. The significance of this study indicates that , it is the first study, as the researcher is concerned, to be conducted in the field of English language in Palestine and add information to the knowledge . He provides the practical significance for Curriculum designers-Teachers- Students and Parents. In my point of view, the researcher does not mention that his study may add to the previous knowledge and that it may be used as a guide for further studies.

11. The researcher does not name the limitations; he just puts them in isolated points as the following: it is a six-week study in the first term of 2009-2010 scholastic years, it is conducted on grade eight male students enrolled at Az-Zaitoun Prep. ‘A’ Boys School which is run by UNRWA in Gaza Strip, it is conducted using the following sub-skills of reading: skimming, scanning, inferences, sequencing and knowing the meaning through context, it employs 6 intelligences only which was supported with a suggestion of university professors. He also adopts the following operational definitions as they are comprehensive, clear and direct to the point and this is acceptable (Reading- Comprehension- Intelligence - Linguistic intelligence - Logical/Mathematical intelligence - Bodily/Kinesthetic intelligence- Spatial/Visual intelligence- Interpersonal intelligence - Intrapersonal intelligence).

12. I believe that the definitions are derived from the title . He adds a list of all the abbreviations used in his study after the definition of the operational terms and this is not acceptable .He does not define the 8th graders but he clarifies it under the limitations and he also does not define the suggested program within the definitions of the operational terms.

13. The literature review is the second chapter; it is divided into two sections ( Literature review and the previous studies ). The first section is literature review and the headlines in this section are derived from the title of the study are :Reading : (its definition – types –reading in Islam – Comprehension- Factors that affect reading comprehension- skills- Reading problems facing EFL learners- Solutions of those problems- Reading in English for Palestine- How to teach reading) as well as Intelligence( its definition - Multiple Intelligences Theory- MI theory and Education- MI theory and teaching reading- Comments on the use of MI-based teaching ) . The second section is about the previous studies. The researcher classify the previous studies into three parts:1- Twelve studies that used MI in reading (9 are relatively new and 3 are before 2000), 2- Seven Studies that used MI in EFL, ESL and Science Classes (only 6 studies are updated) and 3- Six studies that examined other variables (than MI) on Reading ( only 5 studies are new).

14. He comments on the information he had collected about reading and intelligence and this is a good point. I think that there is no need for the third category of the previous studies as the current research examines the effectiveness of the independent variable (MI) only on reading comprehension. Most of the studies are relatively new (after 2000). He arranges the studies inside each part from the most newest to the oldest. He introduces complete abstracts about each of the previous studies. He comments on each section alone then he makes a general comment on all the previous studies. In his comment, he points out the similarities and the differences between the studies such as (tools- methodology-reading sub- skills –results) and clarifies the benefits he got from those studies just like (obtaining group equivalence and weekly quizzes as formative evaluation).Moreover, he comments on the whole chapter as a whole and this is a point of strength.

15. The third chapter talks about the methodology and procedures. The researcher adopts quasi-experimental approach as he chooses the school purposefully where he has worked as an English teacher. To achieve the aim of this study, two groups were chosen, an experimental and a control group. The experimental group was taught reading according to the MI-based programme. And the control group was taught reading through the traditional method. The population of the study consisted of all eight male graders enrolled at UNRWA schools of the eastern Gaza educational area. He mentions the exact number of his population, 14963 students. The representative sample of the study consisted of 65 grade-eight students divided into two classes at Az-Zaitoun Preparatory ‘A’ Boys School but he does not mention the type of his sample. The research instruments are a checklist of reading skills, an achievement test (pre and post test), an MI-based analysis of the reading texts and a suggested programme. He measures the validity of the test through content validity, referee validity and internal consistency validity. He also measures the reliability of the test through Kooder-Richardson (K_R20), Split Half Method. He conducts a piloting test on a randomly selected group of students, 30, who had similar characteristics to the target groups, control and experimental. These three groups studied at the same school and were from the same cultural and environmental background in order to examine the suitability and appropriateness of the test in terms of time, difficulty and discrimination coefficients. The results show that the discrimination, time and difficulty factors are acceptable.

16. the reliability of the achievement test. He finishes the chapter with talking about Research procedures. Then the researcher states the suggested program in the third chapter; this part of the chapter provides a description of the suggested program, in terms of its definition, objectives, resources/teaching and learning aids, content, evaluation, validity and time. He uses the following statistical treatment: percentages, relative means, T-test and frequencies are used to determine the level of achievement of the control and the experimental groups, Pearson correlation is used to compute the validity of the achievement (pre and post)test by computing its internal consistency and Split half and Kooder-Richardson techniques are used to determine

17. In my point of view, a quasi-experimental design is used in this study. He describes the methodology part thoroughly and in a satisfactory manner which enables further studies to be built on this current study. He uses different tools to reach the results of his study. In full details, the researcher explains the steps of building each tool; this is supported with tables and complete explanations as well as the tools are attached in appendices.

18. The fourth chapter of this study is entitled results: analysis of data. The researcher starts the fourth chapter with a brief introduction about the information will be presented through the whole chapter .The statistical treatment is mentioned in this chapter; both descriptive and inferential statistics. He utilizes different statistic formulas such as means of frequencies, percentages and t-test to show the final results of the collected data. Tables and bar graphs are also used to present and clarify the data. The effect size through T(η2) is used to measure and to obtain the extent to which the independent variable, the programme, had an effect on the dependent variable, the experimental group’s achievement. Charts and diagrams are provided in this study to illustrate the findings the researcher reached.

19. At the beginning of this chapter, the researcher presents the results of the formative evaluation on both the control and experimental group in a systematic and organized way. He introduces a colored chart, explaining the differences between the control and experimental group in the formative evaluation. He formulates all questions statistically, uses T-test, for two independent samples, compares between the experimental group and control group by using the means of each group and implements the effect size equation to show the effect’s size of the program on student’s reading comprehension.

20. Then, he discusses the results he reached and justifies them with many reasons from the theoretical framework. He also connects the results to the findings of other studies which provided evidence for the positive Effectiveness of Using a Programme Based on Multiple Intelligences Theory on Eighth Graders’ English Reading Comprehension Skills. This is another good point and considers as a point of strengths. He presents most of the results clearly and logically as well as discusses these results deeply ad in a good and satisfactory manner; the inference of the study is emerged from the results of the study reasonably.

21. However, the justification and the reason provided by the researcher for the hypothesis number four, five and six are illogical and unconvincing. He justified that there was no significant differences between the control group and experimental group due to the psychological effects of Gaza war because the experiment was administered in 2009-2010 .The same reasons for different hypothesis are repeated either by using the same words or using the synonyms of these words to convey the same meaning and intention .This is considered as a point of weakness.

22. Next, the fifth chapter is entitled as findings discussion, conclusion, pedagogical implications and recommendations. The researcher begins this chapter with an introduction, clarifying the headings he will be tackled through this chapter. Then, he summarizes all the results he reached in 3 paragraphs. The researcher provides reasons for the results of each hypothesis. Next, he interprets the results of each hypothesis by providing reasons and relating the results with the findings of other previous studies. After that, the researcher writes a conclusion paragraph that summarized all the results mentioned above .The researcher states the results and justifies it with many reasons from the theoretical framework. The inferences of this study follow the findings of the study and are presented logically and obviously. The findings of this study are based on the findings of other previous studies and are discussed completely and in a satisfactory manner though the whole chapter. However, some paragraphs are repeated when the researcher discussed his results and provided the same reasons for nearly 3 results.

23. He summarizes the most important information and results in the conclusion. Thus, the conclusion is complete, and clear. Pedagogical implication is included in this chapter and the most important one of which is: It is an encouraging theory to the extent that low-achieving students can participate since there are activities that are designed according to their levels or strengths as well as Teachers should be aware of their students’ intelligences. This is because identifying students’ intelligences, through a survey or an inventory of multiple intelligences, will assist those teachers design suitable activities or exercises that coincide with each type of intelligence. He offers some recommendations on the basis of the findings of his study and the most important of which are: Other researchers can conduct evaluative studies based on MI to examine to what extent English for Palestine encompasses the types of intelligences as well as It is also recommended that researchers conduct other MI-based research on other language skills. I think these recommendations are beneficial and based on the findings of the study so they lead to further studies and they are derived from the results of this study.

24. Finally, the researcher prepares a list of references and appendices at the end of the fifth chapter. The researcher uses a variety of references as books, journals, websites, MA thesis, PHD dissertations; he uses 90 foreign resources and 17 Arabic resources; most of his recourses are new except a few ones are old; they are arranged alphabetically and documented according to APA. There are seven documents attached in the appendices at the end of the study which are :Appendix ( 1 ) A Checklist of Reading Comprehension Skills , Appendix ( 2 ) Achievement Reading Comprehension Test , Appendix ( 3 ) Referees’ List, Appendix ( 4 ) MI-based Analysis Card, Appendix ( 5 ) The Suggested Programme , Appendix ( 6 ) Formative Evaluation Quizzes , Appendix ( 7 IIUG and UNRWA Permissions. In my opinion, the researcher varies his references and this is a point of strength.

25. To conclude, this study is an newest one, its topic is new and it supports the idea of improving reading comprehension skill through the use of multiple intelligences theory. The language of the study is simple; there are no ambiguous terms and the message can be understood easily. There is no random work; it follows systematic procedures. The tables are numbered and titled in bold. This study is empty from wrong words, wrong grammar and the researcher used the punctuation mark in correct form .

26. Thank you very much for your listening