The Effect of Using Six-dimensional Strategy in Enhancing Scientific Reading Comprehension Skills Among Third Grade Students in the Subject of Science in the Sultanate of Oman

Abstract

The current study used a quasi-experimental approach to investigate the impact of using the hexagonal dimensions strategy on enhancing scientific reading comprehension among third-grade students in the subject of science. The study was conducted with 48 third-grade students from two schools under the Directorate General of Education in North Al Batinah. The study involved an experimental group of 23 pupils who received instruction through the Hexagonal Dimensions approach, in contrast to the 25 pupils in the control group who were taught using traditional methods. Key components of the study included a teacher's guide and a test for assessing scientific

reading comprehension in a selected unit. Findings revealed that at a 0.05 significance level, there was no notable statistical difference in the mean scores of both groups in the scientific reading comprehension post-test. Nevertheless, the experimental group demonstrated a slight advantage in direct, inferential, and critical aspects, as well as the overall proficiency in scientific reading comprehension skills, as measured in the post-test. The study recommended allocating time during science classes for reading scientific texts and new concepts and conducting workshops for science teachers to develop scientific reading comprehension skills in the subject of science.