English Reading Skills of Bangladeshi HSC Applicants: Comprehensive Test Items in the Syllabus
DOI:
https://doi.org/10.54536/jir.v2i3.3729Keywords:
Curriculum Improvement, Educational Assessment, English Reading Skills, HSC Applicants, Reading Comprehension, Syllabus AnalysisAbstract
This study evaluates the English reading skills of Higher Secondary Certificate (HSC) applicants in relation to the HSC syllabus. By analyzing performance data from a sample of students across various educational institutions, the research aims to identify strengths and weaknesses in reading comprehension, vocabulary acquisition, and analytical skills. A mixed-methods approach combines quantitative assessments, including standardized reading tests, with qualitative surveys to gather student and educator insights. Findings indicate that while many applicants demonstrate adequate reading skills, significant gaps exist in critical analysis and contextual understanding. These results underscore the need for enhanced instructional strategies and resources aligned with the HSC syllabus to better prepare students for academic and professional success. The study concludes with recommendations for curriculum improvement and targeted interventions to support reading skill development among HSC applicants.
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