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Chapter 3 Methodology ........................... 34

3.1 Research Questions ..................... 34

3.2 Research Subjects .................................... 34

3.3 Research Methods ............................... 35

Chapter 4 Research Results and Analysis ........................ 55

4.1 Results of Questionnaires ......................... 55

4.1.1 Results of Pre-questionnaire in EC and CC .................... 55

4.1.2 Results of Post-questionnaire in EC and CC .............................. 57

Chapter 5 Conclusion ................................. 73

5.1 Major Findings of the Research ................... 73

5.2 Pedagogical Implications .............................. 76

5.3 Limitations ........................................ 77

Chapter 4 Research Results and Analysis

4.1 Results of Questionnaires

The questionnaire was designed to measure the improvement of students’ thinking abilities to address the second research question. Questionnaires were distributed to both classes before and after the experiment. A total of 80 test papers were distributed and 80 test papers were returned with 100% validity. In order to prove the validity of the experiment, the thinking ability data were analyzed in the experimental class and the control class. The results are as follows.

4.1.1 Results of Pre-questionnaire in EC and CC

In order to understand the current situation of thinking abilities of the students in the experimental and control classes, the Thinking Tendency Scale was administered to the students before the experiment. SPSS was used to organize and analyze the collected data to get the data related to the pre-test of students’ thinking abilities. The sample statistics for the total scores of the two classes are shown in Table 4-1. Table 4-2 presents the results of the independent sample t-test conducted on the questionnaire data.

Chapter 5 Conclusion

5.1 Major Findings of the Research

Firstly, this research is carried out to answer the first question concerning the impact of the question chain teaching mode on students’ reading comprehension abilities.  

According to the results of the tests and interviews, the application of question chain teaching mode has been shown to improve enhance students’ reading comprehension abilities. In this study, in order to assess the effect of the question chain teaching mode on high school students’ English reading achievement, the reading tests were administered to students in the experimental and control classes. The results of the test showed that the mean reading scores of the two classes were similar, 7.3125 for the experimental class and 7.5625 for the control class, indicating that the English reading abilities of the students in the two classes were at a similar level before the experiment began. Subsequently, the question chain teaching mode was implemented in the experimental class and continuously monitored the teaching process. 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。