Testing the Efficacy of Flipped Lesson Plans Incorporating Reciprocal Teaching for Reading Comprehension Skills Enhancement

Abstract

Abstract: Flipped methodology effectiveness may lie mainly in the hands of the teachers using it, by implication, teachers’ well-crafted lesson plans can mitigate students' academic challenges. This study specifically explores whether the integration of reciprocal teaching into flipped lesson plans enhances reading comprehension skills among Algerian high school learners. For this aim, a quasi-experimental approach, more precisely a paired samples-t test, is conducted on a random sample of 42 second-year high school students. The paired samples t-test is used to determine if, after applying flipped lesson plan instructions, there is a significant difference between the mean numbers of post-lesson feedback forms of the traditional and flipped learning instructions. The paired samples t-test succeeded in revealing a statistically reliable difference between the mean numbers, and by specifying the preset level of significance (α =0.05), the null hypothesis has been rejected. The results of the SPSS outputs confirm that teachers’ incorporation of flipped lesson plans enriched with reciprocal teaching strategies can be practical to overcome students’ reading comprehension obstacles, including limited prior knowledge, lack of motivation, and critical thinking barriers. Keywords: flipped classroom, reading comprehension, lesson plan, reciprocal teaching.