The average mean of the students was mean=50 with range=36 on standard deviation = 25.455. TaBLe 1: Descriptive statistics of male and female ratio. TABLE 2: Sample question of reading comprehension. Table 6 shows the value (R =0.834) which represents a reliable coefficiency of the variables. In addition, R2, mul- tiple correlation coefficient 0.695, means that the knowledge of transition words can explain (1 = 0.66%) of the variance in students’ reading comprehension performance. This shows substantial variance (i.e. 66%) is explained by tran- sitional words in reading comprehension. As per Table 6, transition word knowledge had a considerably large Beta value (6 =0.757; p=0.001). This suggests that transitional words have a considerably larger effect on explaining the dependent variable, reading comprehension. The significant Beta value tells us that the value (6 =0.75) statistically sig- nificant, which means that transition words are responsible for (0.75%) of the variance in the reading comprehension ability. The alpha level at (p = 0.001; p < 0.05) is less than the standard alpha level. Hence, transition words are a strong predictor of students’ reading comprehension ability, and it is implied that their poor knowledge of transitions can pose difficulty in their handling reading comprehension. TABLE 4: Cronbach’s alpha. possess a higher level of reading comprehension as their performance indicated that they could distinguish the movements and contradictions between ideas in reading comprehension and could detect differences between ex- pressions of the categories. Table 5 also demonstrates that the students’ gender had no bearing on the correlation between the two variables. It is also confirmed that there is a strong correlation between students’ performance in reading comprehension and their knowledge of transition words and their correlative categories of expressions. TaBLE 5: Correlation between reading comprehension and transition word knowledge. TABLE 6: Prediction, coefficients, and ANOVA values of performance. *IV =independent variable.
