EFFECT OF READING TECHNIQUES ON STUDENTS’ PERFORMANCE
IN READING COMPREHENSION IN CALABAR MUNICIPALITY, CROSS RIVER STATE, NIGERIA
Monica Thomas Ogar
ORCID: https://orcid.org/0009-0009-9972-8774.
+234-8160942715
Grace Gregory Onah
ORCID: https://orcid.org/0009-0008-1381-670X
+234-8032933745
Gloria Oludo Eba
+234-8036491535
Christine Kelechi Nze
ORCID: 0009-0001-6488-391x
+234-8060584996
Department of Language Arts Education,
University of Calabar, Calabar
Abstract:
The ability to comprehend a text is influenced by the reading technique adopted by the reader and the ability to process the information therein. This paper investigated the effect of PQRST and PQ4R reading techniques on the reading comprehension performance of secondary school students in Calabar municipality, Cross River State, Nigeria. The study was anchored on the constructivist learning theory. Two research questions and two null hypotheses were formulated to guide the study. Quasi-experimental research design was adopted for the study. The population of the study comprised 2,019 SS2 students in 18 public secondary schools in the study area. A total of 270 students were selected for the study through the simple random sampling technique. Two instruments were used for data collection: a Reading Comprehension Performance Test (RCT) and lesson plans. The reliability of the instrument was established using Kuder Richardson 20 formula and yielded a high-reliability coefficient of 0.79-0.83. Analysis of covariance (ANCOVA) was used to analyze data for all hypotheses. The results of the study revealed that while PQRST reading technique has significant effects on senior secondary 2 students’ reading comprehension performance, PQ4R had no significant effect. Conclusion was made and it was recommended among others that teachers should correctly prepare and organize reading strategies to provide the desired outcome of high accomplishment in performance.
Keywords: Reading, Comprehension, PQRST, PQ4R, Performance. Download PDF