Examining Interaction Effect of Knowledge of Languages and Parental Educational Status with Reading Comprehension

Abstract

There may be many factors which affect reading comprehension. This study explores the reading comprehension of higher education students in the context of their knowledge of languages (KOL) and their parental educational status (KOL). The study also focused on the interactional effect of higher education students’ parental educational status and knowledge of languages with their reading comprehension. The population of the study consisted of the PG students of a deemed to be university, namely Gujarat Vidyapith. Following cluster method 346 students were selected. The study was carried out by administering cloze test. Descriptive statistics and two-way ANOVA were employed to analyze the data. The study revealed that the reading comprehension scores of the students who knew mother tongue only and who knew other languages also were not significantly different. There was no significant difference between the scores for reading comprehension of students having illiterate parents and those having literate parents. Interaction effect of KOL and PES with reading comprehension was not significant.