الفهرس 
CHAPTER ONE: The Problem of the StudyOnly 14 pages are availabe for public view
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Abstract
This chapter includes the summary of the present study. It also
includes the recommendations and suggestions for further research.
5.1 tackles the study purpose, questions,
hypotheses, variables, limitations, tools, materials, procedures and
results.
5.1.1 Purpose of the Study:
The main purpose of the present study was to investigate the
effectiveness of strategy training and peer tutoring in developing
reading comprehension skills and self-efficacy among the first EFL
secondary school students whose inefficiency in reading
comprehension skills and self-efficacy constituted the rationale for
this investigation.
5.1.2 Questions of the Study:
The present study attempted to answer the following questions:
1. What are the essential reading comprehension skills which
EFL 1st year secondary school students should possess?
2. What is the effectiveness of strategy training and peer tutoring
in developing literal comprehension skills among 1st year
secondary school students?
3. What is the effectiveness of strategy training and peer tutoring
in developing inferential comprehension skills among 1st year
secondary school students?
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4. What is the effectiveness of strategy training and peer tutoring
in developing critical comprehension skills among 1st year
secondary school students?
5. What is the effectiveness of strategy training and peer tutoring
in developing overall comprehension among 1st year secondary
school students?
6. What is the effectiveness of strategy training and peer tutoring
in developing self-efficacy among 1st year secondary school
students?
5.1.3 Hypotheses of the Study:
1. There is a statistically significant difference between the mean
score of the experimental group and that of the control group
in literal comprehension skills on the post administration of
the reading comprehension test in favor of the experimental
group.
2. There is a statistically significant difference between the mean
score of the experimental group and that of the control group
in inferential comprehension skills on the post administration
of the reading comprehension test in favor of the experimental
group.
3. There is a statistically significant difference between the mean
score of the experimental group and that of the control group
in critical comprehension skills on the post administration of
the reading comprehension test in favor of the experimental
group.
4. There is a statistically significant difference between the mean
score of the experimental group and that of the control group
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in overall reading comprehension on the post administration of
the reading comprehension test in favor of the experimental
group.
5. There is a statistically significant difference between the mean
score of the experimental group and that of the control group
in self-efficacy on the post administration of the reading selfefficacy
scale in favor of the experimental group.
5.1.4 Participants of the Study:
The subjects of this study comprised 76 students. They were
chosen at random from 1st EFL secondary school students in
Elmusheier Elgamasy secondary school, during the first term of the
2012-2013 academic year. The subjects were divided into two
groups: an experimental group (N=38) which was taught using the
strategy training and peer tutoring program and a control group (N=
38) which was taught using the traditional way.
5.1.5 Design of the Study:
The present study was a pre-post quasi-experimental study.
Two groups were used: an experimental group and a control group.
The two groups were pre-tested before administering the experiment,
and after implementing the experiment, they were post-tested.
5.1.6 Variables of the Study:
The independent variables of the present study were strategy
training and peer tutoring while the dependent variables were
students’ reading comprehension skills and their self-efficacy.
5.1.7 Delimitations of the Study:
The present study was confined to:
1. EFL 1ST secondary school students in Elmushier Elgamasy
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school in Elbatanoon.