EFFECT OF DIRECT-READING-THINKING-ACTIVITY (DRTA) APPROACH ON PUPILS' READING COMPREHENSION
EFFECT OF DIRECT-READING-THINKING-ACTIVITY (DRTA) APPROACH ON PUPILS' READING COMPREHENSION
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Date
1997
Authors
ONYI, YUSUF, HANNA
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Abstract
VI
ABSTRACT
The study was designed to examine the effect of the Direct-Reading-Thinking-
Activity approach on pupils' reading comprehension. A total of forty of [40] pupils randomly
selected from two primary schools in Kaduna North and Kaduna South Local Government
areas were involved in the study.
For purposes of assessing pupils' reading comprehension, a cloze, a word
recognition, retelling and reading comprehension tests were administered. The T-test
statistic was used to test for significance of the vocabulary method and direct reading
thinking activity Approach on pupils' reading comprehension.
The hypotheses tested were as follows:
1. There is no significant effect of the DRTA approach on pupils' reading
comprehension.
2. There is no significant effect of the vocabulary approach on pupils' reading
comprehension.
3. There is no significant difference in the mean achievement of pupils taught using
DRTA method and those taught using the vocabulary method.
Results showed that there is a significant effect of the DRTA approach and the
Vocabulary approach on pupils' reading comprehension since both groups improved in
their post-test. Result also showed that the DRTA approach was relatively more effective
in teaching pupils reading comprehension, since the DRTA group showed better gains.
These findings have important implication, for teachers. Teachers should try as much as
possible to exploit pupils' prior knowledge through the use of prior knowledge questions.
Pupils' stand to benefit more if their schemata is properly activated.
Description
DEPARTMENT OF EDUCATION
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY ZARIA.
Keywords
EFFECT,, DIRECT-READING, -THINKING,, -ACTIVITY,, APPROACH,, PUPILS,, READING,, COMPREHENSION.