DEPARTMENT OF ARTS EDUCATION

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Browsing DEPARTMENT OF ARTS EDUCATION by Author "ABDULSALAM, Nike Abiodun"

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    COOPERATIVE AND GENERATIVE INSTRUCTIONAL STRATEGIES AS DETERMINANTS OF NIGERIAN COLLEGES OF EDUCATION STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION
    (UNIVERSITY OF ILORIN, 2018) ABDULSALAM, Nike Abiodun
    Reading is a literacy skill that its comprehension enhances the understanding of other subjects. Despite various researches on reading instructions, the trend of low performance of students in national examinations in English Language still continues, this is a threatening inhibition to the attainment of the educational goals. This study is a remedy seeking measure bearing in mind the crucial role of reading in formal information retrieval.Therefore, the aim of this study was to assess Jigsaw IV Cooperative Instructional Strategy (J4CIS) and Question-Generation-and-Answering Strategy (QGAAS) as Determinants of Nigerian Colleges of Education Students’ Achievement in Reading Comprehension. The objectives were to: (i) examine the entry achievement level of students in reading comprehension; (ii) ascertain the effects of J4CIS, QGAAS and a combination of the two on students reading comprehension at the literal, inferential and evaluative levels; (iii) assess the influence of gender, course of study and passage content on students’ achievement in reading comprehension when exposed to J4CIS, QGAAS and a combination of the two. The study adopted the quasi-experimental researchdesign. Purposive and simple random sampling techniques were used to select 300 participants from the threeKwara State Colleges of Education. Reading comprehension achievement tests were used for the data collection; items of the tests were adopted from recommended texts and were validated by language experts. Data collected were analysed using percentages and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study were that: i. before the treatments, most students can read but a few comprehend effectivelywith low and poor grades (control;53.30%, QGAASS;38.67%, J4CIS;37.33%, combination;34.67%, and Poor(control; 46.67%, QGAAS; 61.33%, J4CIS; 62.67%, combination; 63.35%) ii. a significant difference exists in the reading achievement of students taught with J4CIS, QGAAS and a combination of the two (F=90.15;P=0.00<0.05=H¬¬¬¬¬¬¬¬¬¬¬¬¬01rejected) in favour of J4CIS+QGAAS; iii. a significantdifference exist in the reading achievement of students taught withJ4CIS,QGAAS and a combination of the two at the literal, inferential and evaluative levelsofcomprehension(Literal;F=393.798;P=0.000<0.05=H02rejected.Inferential;F=662.865;P=0.00<0.05=H02rejected. Evaluative;F=307.305;P=0.00<0.05=H02rejected) iv. gender does not have any significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and a combination of the two (F=0.59;P=0.44>0.05)=H¬02retained; v. course of study does not have any significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and J4CIS+QGAAS (F=0.10;P=0,91>0.05)=H03retained; and vi. passage content had a significant influence on the reading achievement of students when exposed to J4CIS, QGAAS and J4CIS+QGAAS,in favour of familiar content(F=11,09;P=0,00<0.05)=H04rejected The study concluded that literal, inferential and evaluative levels of comprehension can be better enhanced when learners are exposed to either J4CIS, QGAAS or both. This impliedthat these strategies embraced communicative teaching since the learners get meaningfully involved. The study recommended that teachers should employ the use of either J4CIS, QGAAS or both in reading instruction so as to integrate other language skills and improve students’ achievement level.