This study examines the effectiveness of a literacy development program in improving the ability of 12th grade students to critique and analyze biology-based research articles. The experimental methodology involved use of targeted instructional strategies, specifically scientific articles published in the last five years in the domain of biology, and activities aimed at improving comprehension, critical thinking, and the ability to synthesize information from scientific texts. A quasi-experimental design with pre- and post-assessments to measure the impact of the intervention was employed. The results show a significant improvement in reading and pronunciation skills in the context of biology literacy, indicating the potential of such programs to promote scientific literacy. The results contribute to the ongoing discourse on improving reading skills and science education in Kazakhstan and have implications for curriculum design and instructional practice in high school biology classes.

In today's digital age, the ability to read and comprehend scientific articles is becoming increasingly important for students, especially in subjects like biology. As 12th grade students prepare for higher education and scientific careers, it is crucial to develop their reading skills in order to navigate and understand complex scientific literature. This is particularly important for developing countries like Kazakhstan where science literacy is relatively low. For context, a report titled “Education Policy Outlook Kazakhstan” published in 2018 emphasized the need for improvement of reading skills among Kazakhstani students as performance indicators adjudged through the PISA (Program for International Student Assessment) showed that students’ performance in reading tasks remain low and unchanged despite improvement in other metrics including mathematics (https://www.oecd.org/education/Education-Policy-Outlook-Country-Profile-Kazakhstan-2018.pdf). The report also hinted that this has contributed to a decline in the number of students entering higher education. This research study therefore aims to explore effective strategies for developing reading skills in 12th grade students during biology lessons with a focus on the analysis of scientific articles.

Reading skills are fundamental for acquiring knowledge in any subject and biology is no exception. The ability of high school pupils to understand and critically assess scientific papers becomes even more important as they proceed to more advanced educational levels.  Scientific articles serve as valuable resources that provide the latest research findings, methodologies, techniques and technologies, and theories in the field of biology and other STEM subjects. By developing strong reading skills, 12th grade students can enhance their understanding of the subject matter, critically evaluate scientific facts, and apply acquired knowledge in practical situations.

In general, the commonly adopted strategy for developing reading skills is to introduce scientific articles early to students in their biology education. By gradually increasing the complexity and length of the articles, students can develop their reading skills over time. Pre-reading activities such as predicting the content based on the title and abstract, identifying key vocabulary, subject-based terminology, and setting reading goals. During reading, students can highlight important information, annotate the text, analyze using SWOT approach, debate, and summarize each section. Post-reading activities may also involve group discussions, concept mapping, and reflection on the main ideas and practical implication of the article.

Our study looks into the efficacy of a focused reading skills development program with an emphasis on biology classes for 12th graders. The study fills a vacuum in the literature by focusing on interventions specifically designed to address the special difficulties associated with reading and understanding scientific texts in biology classes at high schools. By enhancing reading skills, students can engage more meaningfully with scientific content, fostering science literacy as well as preparing them for future academic and professional pursuits.

A combination of surveys, interviews, lesson observation, document analysis through independent and group discussions and demonstrations were used. A total of twenty-four (24) from both grades 11 and 12 of Nazarbayev Intellectual School of Biology and Chemistry, Aktau, participated in the study. They were divided into experimental and control groups at random. The reading skills improvement program included interactive exercises, guided readings, and group discussions based on articles from biology-based scientific journals. Pre- and post-assessments tested students' reading skills, including comprehension, critical analysis, and synthesis of information. The initial survey was used to assess students' perception on scientific articles in the field of biology, their experience, difficulties, and outlook on probable solutions. Most students (85%) have challenges understanding scientific articles pre-intervention. Students (85%) find it difficult to work with tasks that require the use of complex scientific terms, as well as difficulties in synthesizing information from scientific texts. Students (100%) believe that their reading skills could be developed in biology class through tasks such as working with scientific texts and creating posters. Our choice of articles was informed by the age and predetermined science literacy of the students. Students were provided with supportive environment. Consequently, participants were actively encouraged to work in pairs or groups. The effect of the intervention on students' reading skill was evaluated through reflection to determine the efficiency, pros, cons, and possible areas of improvement for further research. Post-assessment results showed a notable improvement in the experimental group's understanding, synthesis, and critical interpretation of scientific information.

The results indicate that the reading ability of the experimental group significantly outperformed those of the control group. According to pre-assessment results, both groups' baseline reading proficiency levels were comparable. Post-assessment results, however, showed a notable improvement in the experimental group's understanding, synthesis, and critical interpretation of scientific information. The findings of earlier research highlighting the significance of focused interventions in science education are consistent with the observed improvement in students' reading abilities. The incorporation of interactive activities and focused lessons using scientific articles within the biology curriculum appears to be a promising approach to enhance science literacy. The small sample size and relatively short experimental period, among other drawbacks, point to potential areas for future study. The findings highlight the potential for incorporating reading skills development programs into biology classes in high school, furthering the larger objective of developing scientifically literate people. In summary, this study offers empirical evidence in favor of the efficacy of a reading skills development program in biology classes for students in the twelfth grade. The findings have consequences for teachers, curriculum developers, and policymakers who want to improve high school students' scientific literacy. This intervention supports the larger endeavor of preparing students for academic success as well as providing them with the skills for lifetime learning and scientific inquiry by addressing the particular difficulties related to reading and interpreting scientific articles.

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