The SQ3R method and the Reading Comprehension

Abstract

This descriptive and non-experimental study examined the impact of the SQ3R method on reading comprehension, utilizing a sample of 67 students (19 males, 48 females). Data was collected through a survey consisting of 23 Likert scale questions and three open-ended questions, which were validated by experts and demonstrated good internal consistency (Cronbach's coefficient α = 0.845). The research aimed to address three key research questions: the impact of the SQ3R method on reading comprehension and retention when applied before, during, and after the reading process; the types of reading strategies employed by learners for comprehension; and the extent to which the SQ3R method enhances reading comprehension. Findings revealed that students identified the "read during" phase as the most important stage of the SQ3R method in the reading process. They also emphasized the significance of teacher involvement during reading, while highlighting the value of the "review" stage after reading. The survey data indicated that students predominantly utilized visualization, making conclusions, and asking questions as their preferred strategies, with instructional conversations being the least employed. This preference was attributed to the effectiveness of visualization, making conclusions, and asking questions in enhancing comprehension. Advantages cited by students included quick identification of the main idea, improved information retention, and increased confidence. Although the SQ3R method was not directly implemented, students were informed about the potential advantages it could offer. This study contributes to understanding the importance of the SQ3R method in improving reading comprehension.