Impact of Cooperative Integrated Reading and Composition Method on Development of English Reading and Writing Skills of Secondary School Students

Abstract

The Cooperative Integrated Reading and Composition (CIRC) English teaching approach was compared to the traditional English teaching method in this study. The research was carried out in Punjab secondary schools. The goal of this research was to see how the CIRC technique compared to traditional English teaching methods. Because teaching pedagogies primarily rely on teacher-centered methods, the absence of critical pedagogies during the teaching process results in an unproductive system. In nature, the current study used a per-test-post-test nonequivalent control group design.The study included experimental and control groups. The study's participants were chosen using a convenient sampling approach. The experimental group was given the treatment(the CIRC technique was used), whereas the control group was given traditional instruction. A pilot study was conducted to establish the test's content validity and item analysis. To test the hypotheses, descriptive (Mean, percentage) and inferential(independent and paired samples t-tests) statistics were used to evaluate the data. The study's findings were useful for instructors in establishing new teaching techniques to address the challenges in developing English reading and writing abilities, as well as the obstacles experienced by secondary school students in learning English.