EFFECT OF DIRECT-READING-THINKING-ACTIVITY (DRTA) APPROACH ON PUPILS' READING COMPREHENSION

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dc.contributor.authorONYI, YUSUF, HANNA
dc.date.accessioned2014-04-08T07:09:28Z
dc.date.available2014-04-08T07:09:28Z
dc.date.issued1997
dc.descriptionDEPARTMENT OF EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY ZARIA.en_US
dc.description.abstractVI 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4627
dc.language.isoenen_US
dc.subjectEFFECT,en_US
dc.subjectDIRECT-READINGen_US
dc.subject-THINKING,en_US
dc.subject-ACTIVITY,en_US
dc.subjectAPPROACH,en_US
dc.subjectPUPILS,en_US
dc.subjectREADING,en_US
dc.subjectCOMPREHENSION.en_US
dc.titleEFFECT OF DIRECT-READING-THINKING-ACTIVITY (DRTA) APPROACH ON PUPILS' READING COMPREHENSIONen_US
dc.typeThesisen_US
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