Quasi-experimental study shows enhanced reading self-efficacy and motivation in secondary students, suggesting integrated strategies may improve engagement.
Key Points
Significant improvement in reading self-efficacy and motivation was observed in the experimental group after 16 weeks.
Students in the integrated reading approach group showed an increase in motivation, measured by pre-and post-tests.
Using a quasi-experimental design with both qualitative and quantitative methods allows for a comprehensive analysis of outcomes.
The study highlights the importance of integrated reading instruction, calling for future research to explore different educational contexts.