TEACHER-TEACHING-STRATEGIES (TTS) EXPERIMENTING PICTURES FOR TEACHING READING COMPREHENSION IN NIGERIA SENIOR SECONDARY SCHOOLS

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dc.contributor.authorOBATERU, Oluwatoyin Tolu PhD., LAWAL, Safi Ph.D.
dc.date.accessioned2025-12-08T13:56:21Z
dc.date.available2025-12-08T13:56:21Z
dc.date.issued2019-12-12
dc.description.abstractReading 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
dc.identifier.urihttps://kwasuspace.kwasu.edu.ng/handle/123456789/6461
dc.titleTEACHER-TEACHING-STRATEGIES (TTS) EXPERIMENTING PICTURES FOR TEACHING READING COMPREHENSION IN NIGERIA SENIOR SECONDARY SCHOOLS
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