Table 1.

Description of the selected studies.

No	Author, Year, place of Study	Study design	Sample	Theory used	Study aim	Reference
1	Gilbert Banguis Guita and Denis Abao Tan, 2018, Philippines	quasi- experimental research design	Magpet National High School is located in the Poblacion of Magpet, North Cotabato. Students in Grade 8 were divided into two intact classes. Each of the chosen sections had 38 students.	Lev Vygotsky's scaffolding theory (1978)	determined the academic progress and mathematical anxiety of students in a cooperative learning setting.	[3]
2	Amal Mohamed Falah Al-Saraireh, 2013, Jordan	experimental research design	There were 53 students in total, with 26 female students in the control group and 27 female students in the experimental group.	Cognitive theory	Create a curriculum based on the reciprocal teaching approach, and evaluate its success in improving academic performance and fostering geographic problem-solving skills in Jordanian sixth graders.	[6]
3	Sumaera Mehmood and Muhammad Mushtaq Alvi, 2017, Pakistan	The Pre & Post equivalent group design	The experimental (n = 33) and control (n = 32) groups	scaffolding and facilitating meta cognition	Examine the impact of traditional versus reciprocal teaching on the academic performance of secondary students.	[8]
4	Zaman, 2019, Pakistan	Two groups were quasi-experimental design; one experimental group and the other control group.	The sample consisted of 118 students from four randomly selected schools.	Cognitive theory	To explore the impact of Reciprocal Teaching (RT) on the progress of students at secondary level in achievement physics.	[32]
5	Tun Zaw Oo, Andrea Magyar and · Anita Habók, 2021, Myanmar	Two groups were experimental design; one experimental group and the other control group.	Every ninth-grade student from the five basic education upper secondary schools chosen	cognitivist, and constructivist theory with Vygotsky's social development theory	examines how well Myanmar upper secondary school students in English reading comprehension achievement is affected by the reflection-based reciprocal teaching (RBRT) approach.	[7]
6	Kiran Dadabhoy, b Marium Dadabhoy, 2021, Pakistan	mixed methods study	30 secondary students of grade 11	cognitive and metacognitive theory	Improving Secondary Students' Reading Skills and Academic Performance	[9]
7	Agoro, Akinsola, 2013, Ibadan, Nigeria.	The pretest-post-test, control group, quasi-experimental research design was adopted for this research.	(294) pre-service science teachers at the high, medium, and low levels The sample was designed to assess numerical ability.	meta-cognition theory	To examine how pre-service teachers' achievement and scientific method skills differ while receiving reflective-reciprocal education versus receiving it from a peer tutor.	[13]
8	Leonardi Jaye Putra, 2021, Indonesia	Experimental Design	60 female students	cognitive theory	Examine the impact of reciprocal instruction on the reading comprehension performance of female students.	[14]
9	Capanzana, Avilla, 2017. Lopez, Quezon, Philippine	quasi-experimental pretest-posttest research	(131) ninth-grade students from four separate sections of a public high school in Lopez,	Vygotsky's “zone of proximal development.” “proleptic” teaching and Vygotsky's social development theory includes expert scaffolding.	to look at how ninth-grade chemistry students' reading comprehension, academic performance, and self-regulation are affected by the Reciprocal Teaching method with Self-Regulated Learning (RT-SRL).	[25]
10	YEN-JU HOU, 2015, Taiwan	Quasi- experimental design.	There were 107 students in total, with 77 in the experimental group and 30 in the control group.	Metacognitive theory	Find out how reciprocal teaching (RT) affects metacognitive awareness and reading comprehension achievement in junior college students.	[15]
11	Ogunyebi, Tunji Henry, 2018, Nigeria	Quasi- experimental design.	120 junior secondary school students were chosen using a multistage random sampling technique.	cognition theory.	Effects of a reciprocal instructional technique on Basic Science performance in Ekiti State junior secondary school students	[16]
12	Abdul Ameer, 2017, Iraq.	Quasi- experimental design.	60 female students were selected from intermediate schools.	Cognitive theory.	determine how adopting an exchange technique affects students' achievement in teaching Biology for female second-year intermediate students	[12]
13	AL Shshaw, 2018, Iraq.	Quasi- experimental design.	56 students from faculty of Education.	Metacognition theory.	The impact of reciprocal teaching on academic performance and the growth of cognitive metacognition abilities.	[20]
14	Siti Zubaidah, Susriyati Mahanal, Mar'atus Sholihah, Fatia Rosyida and Zenia Lutfi Kurniawati, 2020, Indonesia	Quasi- experimental design.	Natural Science classes with 125 tenth-grade students.	Cognitive theory.	Analyze how the Remap RT (Reading - Concept Mapping - Reciprocal Teaching) learning model affects the biology performance of students with limited ability.	[18]
15	U. A. Ginga, B. Mohammed & N. Usman, 2019, Nigeria	quasi-experiment research.	210 students' were selected using simple random sampling technique and participated in the study.	To improve reading comprehension, based on Vygotsky's kind of reading technique teaching and achievement	how a reciprocal teaching approach affected students' performance on a math word problem	[19]
16	Alemu, 2020, Ethiopia.	quasi-experiment study.	The total number of students has now reached 126.	Language-mediated social construction of knowledge and the concept of zone of proximal development (ZPD).	To ascertain the most efficient mix of direct teaching techniques and reciprocal peer tutoring for raising student achievement in secondary school physics instruction in a content-focused and exam-oriented curriculum.	[17]
17	Komariah, Ramadhona, Silviyanti, 2015, Indonesia	Quantitative and qualitative research.	The subjects were 24 twelfth-grade students from a high school in Banda Aceh.	Cognitive theory.	To determine students' achievements following four comprehension training sessions using RTM.	[22].
18	Mulbar, Zaki, Nurwahidah, 2019, Indonesia	quasi experiment research	12 UNM Mathematics Department students in a capital market mathematics class.	Cognitive theory.	to ascertain the reciprocal teaching model's influence on academic achievement in higher education.	[23]
19	AlSaraireh, Ku Hamid, 2016, Jourdan	quasi experiment research	176 participants participated and were randomly chosen and split into two mixed gender groups.	Cognitive theory.	To determine the effects of using the reciprocal teaching paradigm on first-year Jordanian students' reading comprehension performance at Mutah University.	[49].
20	Erwanto, Maryatmi and Budiyanto, 2018, Indonesia.	Level 2 treatment was used in the experimental research.	48 students divided into four groups 2 groups reciprocal teaching with high and low self-efficacy other 2 groups Expository learning.	Metacognitive theory	to gain knowledge on the effects of reciprocal teaching and self-efficacy on the results of AUD mathematical logic learning.	[48]
21	Bilgoon, 2017, Saudi Arabia.	Experimental design	80 students were chosen at random from the fifth primary level.	Metacognitive theory	to assess, using a sample of talented primary school pupils engaged in a science course, the efficacy of reciprocal teaching in fostering meta-scientific reading abilities and academic accomplishment.	[47]
22	Affiana Muthik, Arif Muchyidin, Alif Ringga Persada, 2022, Indonesia	Quantitative method	136 students	Constructivism theory	examined the impact of students' learning motivation on learning outcomes and the reciprocal teaching-learning model.	[21]
23	Samar Abdul – Aziz Al – Shalhoub, 2013, Saudi Arabia	quasi experiment research	The experimental group consisted of (115) students, while the control group consisted of (128) students.	Constructivism theory and cognitive theory.	determined the reciprocal teaching on mathematics teaching, mathematical communication development, and academic achievement	[24]
24	Muhamad Abas, Etin Solihatin, Nadiroh, 2019, Indonesia	Quasi experimental method,	92 students from Halu Oleo University	Cognitive theory	to find out how interpersonal quotient and educational outcomes for students interact.	[26]
25	Novy Yuliyanti, Siti Hikmah and Masrupi, 2018, Indonesia	quasi experimental research	One class was designated as the experimental class, and the other as the controlled class, both of which had 30 students.	Cognitive theory	to look into the effects of a reading habit and a reciprocal teaching technique on the reading comprehension of MTs Al-Hasyimiyah eighth graders.	[27]
26	Jubeir Suleiman Samir Al-Harby, 2016, Saudi Arabia	quasi-experimental method	primary 4Th and 5Th grade	Cognitive theory and constructivism theory	The primary objective of the current study was to assess the impact of the reciprocal-teaching technique on the academic performance and cultural attitudes of Qassim University students.	[28]
27	Jimoh Bakare & Chibueze Tobias Orji, 2018,Nigeria	quasi-experimental research design.	107 s-year bachelor's degree students (sophomores) from Lagos State's vocational and technical education department	Cognitive theory and constructivism theory	Analysing the results of direct learning environments and reciprocal peer tutoring on sophomore academic performance in Nigerian electrical and computer basics	[29]
28	Rusli, M., Degeng, N. S., Setyosari, P., & Sulton. (2021). Indonesia	quasi-experimental research design.	The sample was 56 students (25 females and 31 males) who were enrolled in a Homiletics course at the Southeast Asia Bible Seminary (SAAT) in Malang, Indonesia.	Bandura's social learning theory, Piaget's cognitive development theory, and Vygotsky's social constructivist learning theory	empirical study aims to verify whether peer teaching is effective when applied in a theological school setting	[50]