TEACHER-TEACHING-STRATEGIES (TTS) EXPERIMENTING PICTURES FOR TEACHING READING COMPREHENSION IN NIGERIA SENIOR SECONDARY SCHOOLS
Loading...
Date
2019-12-12
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Reading is a fundamental component of the secondary school curriculum, yet handled with levity by teachers of
reading at this level. In the process of teaching, teachers of reading are saddled with the responsibility of assisting
learners in transforming the linguistic symbols presented in the text into active, habit-forming language experience
since reading juices the entire personality of the reader as an individual, in term of attitudinal disposition, belief and
experience. Ability to use pictures is crucial to teaching and learning. Despite various studies on strategies for
teaching, most teachers of reading at the secondary school level still neglect the use of appropriate strategy for
teaching reading, hence the trend of students’ low comprehension achievement in reading. This study examined the
use of pictures as predictor of reading comprehension achievement of Nigerian senior secondary school students.
The quasi-experimental design with pre-test, post-test, non-randomised and non-equivalent control group was
adopted. The population consisted of all senior secondary school students in Nigeria, but two public secondary
schools were purposively sampled. The sample was categorised into one experimental group and one control group
of fifty respondents each. English Reading comprehension achievement test (ERCAT) was used for data collection.
The test items were adopted from recommended texts and validated by language experts. The data were analysed
using the percentage, mean, standard deviation and analysis of Co-variance (ANCOVA) to test all the three
formulated hypotheses at 0.05 level of significance. Findings revealed that: the general level of achievement of
students in reading comprehension was low before the treatments (42.79) but high after the treatments (77.76) and
that irrespective of gender and ability level, pictures is significantly determined students’ reading comprehension
achievement at literal, inferential and critical levels