The Effectiveness of the Instructional Model with Interactive Processes (4E X 2) in Developing Doctrinal Concepts and Comprehension Monitoring Skills Among Secondary School Students

Abstract

This study aimed to identify the effectiveness of the Instructional Model with Interactive Processes (4E X 2) in developing doctrinal concepts among first-grade secondary students. It also sought to identify effectiveness of this model in developing comprehension monitoring skills among first-grade secondary students. It aimed to determine the nature of the relationship between comprehension monitoring skills and the development of doctrinal concepts among first-grade secondary students. To achieve the study objectives, the experimental approach with a quasi-experimental design was adopted. The research sample was selected from (67) first-grade secondary school students: (33) students in the experimental group, and (34) students in the control group. The study results indicated that there are statistically significant differences between the mean scores of students of the two groups experimental and the control group in the test of doctrinal concepts as a whole and different cognitive levels in favor of students of the experimental group. There are statistically significant differences between the mean scores of the students of the experimental and control groups in the scale of comprehension monitoring skills (awareness of comprehension processes, self-monitoring, and self-evaluation) in favour of students of the experimental group. There is a statistically significant relationship between the comprehension monitoring skills and the development of doctrinal concepts among students of the experimental group (who studied using the Instructional Model with Interactive Processes (4E X 2)). There is a positive relationship that is not statistically significant between these variables among students of the control group. It is recommended that planners and developers of Tawheed curriculum pay attention to constructivist models such as the Instructional Model with Interactive Processes (4E X 2) to develop doctrinal concepts and enhance students’ comprehension monitoring skills when building Tawheed curricula at the secondary level. Finally, the research presented a set of recommendations and suggestions.