Effectiveness of the Pentagram Strategy (PG) in Enhancing Critical Reading Skills Among Tenth-Grade Female Students in Jordan

Objectives. This study aimed to investigate the effectiveness of the Pentagram Strategy (PG) in enhancing critical reading skills among tenth-grade female students in Jordan. Methodology. The researchers employed an experimental approach with a quasi-experimental design involving two groups: experimental and control groups. To achieve the study’s objectives, a critical reading skills test consisting of 16 items was administered to a sample of 80 tenth-grade female students from Princess Raya Bint Al-Hussein Secondary School, affiliated with the Mafraq District Directorate. The sample was selected using an available sampling method and divided into two groups: an experimental group of 40 students taught using the Pentagram Strategy (PG) and a control group of 40 students taught using the conventional method. Results. Analysis of Covariance (ANCOVA), Multivariate Analysis of Covariance (MANCOVA), and effect size measures were employed to address the research question. The study’s results revealed statistically significant differences in the performance of tenth-grade female students in critical reading skills, favoring the experimental group that the post-test mean for the experimental group was 27.00 and 18.87 for the control group, with an effect size of 0.60.9%. Conclusion. Based on these results, the study recommends incorporating the Pentagram Strategy into the teaching of various language skills, training Arabic language teachers to implement this strategy, and conducting future studies to explore its effectiveness in enhancing other aspects of language learning.