Effect of Liberating Approach of Teaching on Students’ Reading Comprehension Skills in English at Secondary School

Abstract

The major purpose of this study was to compare the effectiveness of liberating approach of teaching with banking approach of teaching on students reading comprehension at secondary school level in Pakistan. In order to develop the rational of the study, an experiment was devised to identify the effect of liberating approach of teaching on students’ achievement in the subject of English at secondary school level. Through this approach student creativity and mental power is stimulated and better used in academic and social context. The researcher was selected two intact group sections of English medium science and both the sections have total 104 students. The study was Quasi Experimental with a Non-equivalent control group pre-test post-test design. One section was randomly selected an experimental group (X1) and the other was assigned to control group (X2). The results also showed that treatment enhanced the achievement level of the experimental group in reading comprehension of English. The findings revealed that liberating approach is more effective as compared to banking approach (traditional) of teaching. It is recommended that the teachers should apply liberating approach of teaching in the classes in order to improve reading comprehension of the students.