Working Together to Read Better: The Effectiveness of Collaborative Strategic Reading and Student Perceptions

Abstract

This study investigates the impact of Collaborative Strategic Reading (CSR) on undergraduate students' reading comprehension and their perceptions. CSR is an instructional approach that integrates cooperative learning with reading comprehension strategies, designed to enhance students' understanding of texts through collaborative group work. A quasi-experimental study is used in this investigation, and it is conducted using two distinct classes. The pretest and post-test was focused to investigate the impact of CSR on students' reading comprehension skills and students' perceptions gathered through questionnaire. The average mean score of the post-test for students in the experimental group is 81.16 and the control is 74.92. The means score of collaborative strategic reading has a positive effect on students' achievement in experimental class compared to the conventional learning of the control class. The results indicate that students who engaged in CSR, significantly improved their reading comprehension compared to those who used conventional reading strategies. The result of the independent sample t-test shows significant differences at the significance level of 0.05, (0.00 < 0.05), which indicates the difference being statistically significant. Additionally, the result of the questionnaire revealed positive student perceptions of CSR. Students reported that the collaborative nature of CSR made reading more engaging and less intimidating. They appreciated the structured approach to tackling complex texts and valued the peer support and interaction inherent in the strategy. Overall, the findings suggest that CSR not only enhances reading comprehension but also positively influences students' attitudes towards reading, making it a promising instructional strategy at the undergraduate level.