Academia.edu no longer supports Internet Explorer.
To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser.
The study was carried out to determine the effect of stop, think and talk activities on the performance of students in reading comprehension in junior secondary schools in Federal Capital Territory (FCT) Abuja. The study was carried out using a quasi-experimental pretest-posttest research design. The target population of the study comprised of 16,925 JSII students. A sample size of 100 JSII students from two secondary schools in the Federal Capital Territory (FCT) Abuja, were purposely sampled in the study. Sixty five (65) students from Government Junior Secondary School, Apo and thirty five (35) from Government Junior Secondary School, Garki were used for the study. Both groups of students were taught for six (6) weeks. Government Junior Secondary School, Apo was assigned as the experimental group while Government Junior Secondary School, Garki was assigned as the control school. Students were pre-tested to establish their homogeneity before the commencement of the treatment. They were taught for six (6) weeks and were tested using retelling test as an instrument. Data collected from students’ test scores was analysed using mean and standard deviation, while t-test was used to test the formulated null hypothesis at 0.05 level of significance. Findings of the study revealed that “stop, think and talk” activities had significant effect on students’ performance in reading comprehension. In fact, the experimental group which was exposed to stop, think and talk activities had better understanding of the reading comprehension passages given to them. The result further revealed that students in experimental group were more active, responsive and paid more attention to details concerning the main ideas in the passages read. Based on the findings, it was recommended that teachers should be encouraged to use “stop, think and talk” activities in reading comprehension lessons. Such activities should be provided before, during and after every reading comprehension passage to enhance and facilitate students’ reading abilities. Curriculum planners should provide activities that would encourage students to “stop, think and talk” to make reading comprehension lesson more purposeful and meaningful.
The study was aimed at determining the effect of vocabulary instruction on students’ performance in reading comprehension in junior secondary schools in Kaduna State, Nigeria. A quasi-experimental pretest-posttest research design was used for the study. The target population of the study consisted of 39,227 JS II students in public junior secondary schools in Kaduna State. A sample size of 117 JS II students was used in the study. The sample size was arrived at using purposive sampling technique. Sixty seven (67) JS II students were sampled for experimental group while fifty (50) students were used as control group. Both groups were taught for six weeks. A pre-test was administered to both groups prior to the six weeks of teaching to establish the homogeneity of the two groups. A close reading comprehension test was used to assess students’ performance in the reading comprehension task. Data collected in the study was analysed using descriptive and inferential statistics. At descriptive level, mean and standard deviation were used to respond to the research question while t-test was used at inferential level to test the hypothesis at 0.05 level of significance. The result revealed that the experimental group performed better than the control group. The study concluded that it takes fairly intensive vocabulary instruction to guarantee measurable gains in reading comprehension. It was therefore recommended that teachers should include vocabulary instruction in teaching reading comprehension to facilitate more understanding. Curriculum planners should equally include vocabulary instruction as one of the teaching techniques in the basic education curriculum.
The study investigated the effect of Discussion method on the performance of students in reading comprehension in secondary schools in Plateau state. The study adopted a quasi-experimental pre-test and post-test control group design. Two randomly selected Government Secondary Schools from Jos North and Jos South Local Government Areas were used for the study. One hundred (100) senior secondary class II students from two intact classes were used for the study (i.e. 50 students per class, per school). Government Secondary School, Jos, was used as the experimental group while Government Secondary School, Bukuru, was used as the control group. Students from both groups were pre-tested to establish the homogeneity of the two groups before the commencement of the treatment to the experimental group. Both groups were taught for eight weeks. Students were tested using an instrument called a Cloze reading comprehension test. The hypothesis postulated for the research was tested using T-test as a statistical tool at 0.05 level of significance. The findings indicated that there was a significant difference in the pre-test and post-test mean scores of students in the experimental and control groups. The result further revealed a higher mean score of students taught reading comprehension using the discussion method as compared with those taught using the conventional method. Based on this finding, the study recommended that teachers should be encouraged to use discussion method alongside the conventional method to enrich their reading comprehension lessons. Curriculum planners and textbook writers should equally provide topical issues/discussion topics before, during and after every reading task to make reading comprehension lessons more participatory, meaningful, purposeful, exciting, enjoyable and pleasurable.
—This study was designed to compare the effectiveness of the instructional conversation and the vocabulary methods in teaching reading comprehension in Junior Secondary Schools. The population for the study comprised all the Junior Secondary Schools in Kaduna State. The schools randomly selected within Kaduna metropolis were used for the study. The study was quasi experimental. G.S.S. U/Rimi was used as the treatment group, while G.S.S. Sabon Tasha was used for the control group. Both groups were assessed after six weeks of teaching, using three different reading assessment instruments namely cloze, word recognition and retelling tests. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using Instructional Conversation method. The study further revealed that students from both groups made appreciable gain in the pre-test. Based on these findings, teachers are encouraged to adopt a thematic integrated approach (i. e combining the salient features of the instructional conversation method and the vocabulary method) since both methods could complement each other, if effectively used. I. BACKGROUND OF THE STUDY/PROBLEM Deficiency in the reading ability students has become a concern to specialists in reading. (Unoh, 1983, and Oyetunde 1989). The alarming rates at which such concerns are expressed have precipitated the need to continually carry out research in primary and post primary schools. It is hoped that the findings of this research will be useful in helping teachers to teach reading comprehension effectively and efficiently. Most of the studies so far conducted in Nigeria (Oyetunde 1989, Umolu 1990, Unoh 1983) have concentrated on examining reading difficulty of students at the primary and secondary levels. This study is based on the opinion that there are other non-text factors that can effect reading comprehension as well. Literature search reveals that such non-text factors as pedagogic factors have largely received little or no attention in Nigeria as far as this researcher is aware of. The absence of such crucial information as the actual effect of pedagogic factors on reading comprehension constitutes a problem, which has motivated the present study. Given the situation above, any effort to upgrade the quality of reading instruction is neither wasted nor misplaced. Such effort should be considered to step in the right direction since it constitutes an investment capable of yielding valuable dividends in the long run. A. Purpose of the Study The purpose of the study is to ascertain the difference in the performance of students taught reading comprehension, using vocabulary method and those taught using instructional conversation in cloze, word recognition test and retelling test. B. Research Question What is the difference in the pre-test and post test gain scores of students taught using the instructional conversation method and those taught using the vocabulary method in cloze word recognition and retelling tests? C. Hypothesis There is no significant difference in the post-test scores of students taught reading comprehension using instructional conversation and those taught using vocabulary method in cloze, word recognition and retelling tests.
The study aimed at investigating the impact of teachers use of folktales on the performance of pupils in reading comprehension in primary schools in Kaduna, Nigeria. The sample of the study consisted of forty (40) primary four pupils from two randomly selected primary school, tagged, school " " and school " " in Kaduna North Local Government " rea. School " " was assigned as the experimental group while school " " was assigned as the control group. " oth groups were taught reading comprehension for eight weeks. A pre-test post-test experimental design for equivalent groups was used. Pupils were tested using reading comprehension test called retelling test. Results showed that the experimental group outperformed the control group. This indicates that the use of folktales by teachers in reading comprehension may have a significant positive effect on pupils reading comprehension. " ased on the findings, it was recommended among others, that teachers should use folktales to enrich their reading comprehension lessons and to make such lessons more lively, interesting and meaningful. The reading component of the English Language Curriculum should be organized around stories that are deeply rooted in core values of the society. The curriculum should include reading comprehension passages that are based on folktales that teach moral lessons. Such moral lessons should be deeply rooted in the core values of the society.
It is believed that of all the core competencies recognized to contribute to lifelong learning and sustainable development, none is quite as central as the ability to read and write. The paper has as gist, exploring reading skills with regard to its teaching in secondary schools as well as factors surrounding it (both for and against). The paper delved into the conceptual meaning of reading skills and make epitomical overview on the categories of reading skills thus, skimming, scanning, intensive reading and extensive reading as majors among others. The paper also examined other phenomena salient to the topic of discussion. They include, reading difficulties, causes and taxonomies of reading difficulties, remediation of reading difficulties and approach to teaching reading skills. In conclusion, the paper divulges insinuated ways to promoting efficiency in teaching reading skills in secondary schools. One of such ways the need joint intervention of parents and teacher into the reading difficulties of children, another is introduction and incorporation of teaching reading as a course in teacher-training program.
BOOK 2017 We are very pleased to announce the 4 th ICSSL Africa will be held on 9-10 May 2018
The study investigated the effectiveness of using local drama content on the performance of students in reading comprehension in Secondary Schools in Kaduna State, Nigeria. The study adopted a quasi-experimental pre-test and post-test control group design. Two randomly selected Government Secondary Schools (tagged as experimental and control group) were used for the study. Two intact classes made up of eighty students (i.e. 40 students from each class and from each school) were used for the study. Both groups of students were pre-tested to establish their homogeneity before the commencement of the treatment of the experimental group. Both groups of students were taught for six weeks. Two reading comprehension tests (cloze test and retelling test) were used as instruments to test the hypothesis postulated for the research. T-test was used to analyze the data at 0.05 level of significance. The findings revealed that students taught reading comprehension using local content drama had a higher mean score than those taught using the conventional method. Based on this finding, the study recommended, among others that teachers should use local content drama to enrich and make their reading comprehension lessons more participatory, meaningful, concrete and pleasurable.
The paper listed and discussed safety and security values that can be integrated into the reading comprehension passages of the English Language curriculum for Junior Secondary Schools in Nigeria. The paper raised some challenges that English Language teachers may face in teaching some of the safety and security values. Suggestions were made on the possible ways of overcoming such challenges. The paper concluded with the need for English Language teachers to be trained in safety and security management. They should equally be encouraged to be more practical and resourceful in their teaching approach for meaningful, purposeful and impactful learning.
Advances in Language and Literary Studies [ALLS], Andrew N Williams, Piku Chowdhury, Noor Hashima Abd Aziz, Sadhna Nair Ramachandran Nair, Marie Ploquin, Amizura Hanadi Mohd Radzi, Mohana Ram, Naemeh Nahavandi
I. M. Onwusuru and Professor B. A. Ogwo
Cloud-Based Portal for Professional Development of Technology Educators in Nigeria and the Emerging Virtual Workplace2019 •
Abstract The physical classroom which is the educators' typical workplace continues to change due to emerging instructional technologies. In Nigeria as well as globally, educators are challenged to transitioning from the physical classroom to the virtual classroom typified by synchronous, asynchronous and blended instructional delivery systems. These transitioning challenges can be ameliorated by indigenously creating a cloud-based portal for the educators' professional development (PD). Thus, the study determined ways of using a cloud-based portal for enhancing PD activities of technology educators in Nigerian Colleges of Education and preparing them for the emerging virtual classroom. Two hypotheses and research questions based on instructional delivery skills and peer collaboration guided the study. The population of the study comprised 81 technology educators in the three Nigerian Colleges of Education. The questionnaire was used for data collection. In addition, a locally hosted cloud-based portal developed by the researchers and installed in the educators' personal computers was also used by the respondents to share opinions on the themes of instructional delivery and peer collaboration. The cloud-based portal provided the platform for the respondents to have a three-week hands-on experience before responding to the questionnaire. The frequency count, mean and standard deviation were used to answer the two research questions while ANOVA and t-test statistics were used to test the hypotheses. Among other things, the study found that the features of the cloud-based portal that can enhance the transitioning from physical to the virtual classroom include easy blogging/participation/ communication, access to rich content (downloadable/linked), retrievability of instructional record/materials, secured communication tools for peer-peer interaction. The study concludes that without sufficient and well-planned transition program, the technology educators will find the emerging virtual classroom a hostile environment and the students will be the ultimate losers. Keywords: Cloud-based portal, instructional technologies, blended instructional delivery system, professional development, peer-peer interaction
Journal of Pedagogical Research
Curriculum implementation: strategies for mounting listening skills among junior secondary school studentsTHE EFFICIENCY OF THE SCIENTIFIC APPROACH IN ANALYSING THE BREAK- POINT IN A MULTI-PRODUCT FIRM
THE EFFICIENCY OF THE SCIENTIFIC APPROACH IN ANALYSING THE BREAK-POINT IN A MULTI-PRODUCT FIRM2011 •
Standalone publication
Language and education in Nigeria: A review of policy and practice2018 •
Journal of Science, Technology, Mathematics and Education. 7(3): 181-189.
Human Capacity Training for Security of Life, Property and Investment: A Challenge for Estate Management EducationRaji, I. A. and Akanbi, A. E
Emergency risk management factors and effectiveness of public senior secondary schools in the Federal Capital Territory (FCT)2019 •