The Effect of Schema Activation Strategies on Improving Reading Comprehension of Mechatronics Students at a Technological University: An Experimental Study | ||||
| مجلة کلية التربية . جامعة طنطا | ||||
| Article 22, Volume 90, Issue .4, October 2024, Page 27-77 PDF (1.33 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mkmgt.2025.407740.2000 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Reham , Samir Elgazzar  
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| Lecturer in Faculty of Energy and Industry, Delta Technological University , Egypt | ||||
| Abstract | ||||
| Abstract This study investigates the influence of schema activation strategies on the reading comprehension skills of mechatronics students enrolled in a technological university. Our investigation arises from the increasing necessity to enhance technical students’ ability to comprehend complex academic and technical texts, which are integral to their field of study. Reading comprehension remains a fundamental skill for academic success, particularly in disciplines such as mechatronics, where students frequently engage with highly specialized and content-dense materials. Activating students’, prior knowledge, or schema, before reading, has been identified in previous educational research as a promising method for improving comprehension outcomes. To explore this, a quasi-experimental pretest-posttest control group design was employed. Sixty first-year mechatronics students were selected and divided into two groups: an experimental group and a control group, each comprising 30 students. The experimental group received targeted reading instruction that systematically employed schema activation strategies, such as brainstorming, using graphic organizers, previewing vocabulary, and making predictions before reading texts. The control group, in contrast, was taught the same texts using conventional reading instruction methods, without specific emphasis on activating prior knowledge. Data was collected using a standardized reading comprehension test administered before and after the intervention, as well as a cognitive engagement scale to measure students’ involvement and mental effort during reading tasks. Statistical analysis of the results showed that students in the experimental group demonstrated significantly greater gains in reading comprehension compared to those in the control group. Furthermore, the experimental group also reported higher levels of cognitive engagement, | ||||
| Keywords | ||||
| Keywords: Schema activation; reading comprehension; mechatronics; cognitive engagement; experimental study | ||||
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