Effects of two Reading Approaches on the Achievement and Attitudes of Polytechnic Students in large classes

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dc.contributor.authorMargaret, 0. Osasona
dc.date.accessioned2014-02-25T10:04:31Z
dc.date.available2014-02-25T10:04:31Z
dc.date.issued1997
dc.descriptionA Research Thesis submitted to The Postgraduate School Ahmadu Bello University, Zaria In partial fulfilment of the requirements for the Degree of Doctor of Philosophy in the teaching of English as a Second Language (TESL) DEPARTMENT OF EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY ZARIAen_US
dc.description.abstractThe problems of reading comprehension have been identified as serious impediments to learning at all the educational levels In Nigeria. These problems are complicated by the large class situation that is prevalent in the tertiary institutions, especially at the Polytechnic level of education. The knowledge of those complex shortcomings have been responsible for the present study. Two teaching approaches, interactive and the conventional or traditional were put side by side in order to see which of them would be more effective, or the aspects of the two that could be blended for the teaching of reading comprehension in large classes. Two types of instruments were used for collecting data for the study. The reading comprehension test was used for measuring the subjects' achievement at the pre, post and feedback levels. The attitude questionnaire was administered on the subjects at the pre- and post-treatment levels in order to collect data for the five attitudinal variables investigated. One hundred and eighty students drawn from two departments in the College of Administrative and Business Studies* consisting of ninety students from Accounting and Finance and ninety from Business Administration formed the subjects for the study. The research sample was made up of two groups of experimental and control. Sixty hours (60) of teaching, thirty in each group were the treatment period (10 weeks). The theoretical framework adopted took into cognisance the linguistic, psycholinguistic, socio-linguistic and pedagogical parameters which are necessary for reading comprehension. The statistics used for the computerized analyses of data were T-test, the ANOVA and the frequency distribution. The SPSS package at the Institute of Agricultural Research, ABU, Zaria and the Computer Centre, Kaduna Polytechnic, Kaduna were used for data analyses. Various investigations through the achievement test showed that the interactive approach was better in some cases while the conventional was better in some others for the teaching of reading comprehension in large classes. This study therefore recommends a combination of specific aspects of the two approaches for teaching reading comprehension in large classes. Majority of the responses to the attitude questionnaire in both groups favoured the teaching of reading comprehension in large classes. The study ends with various implications and suggestions for teaching reading comprehension in large classes.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2525
dc.language.isoenen_US
dc.subjectEFFECTS,en_US
dc.subjectReading,en_US
dc.subjectApproaches,en_US
dc.subjectAchievement,en_US
dc.subjectAttitudes,en_US
dc.subjectPolytechnic,en_US
dc.titleEffects of two Reading Approaches on the Achievement and Attitudes of Polytechnic Students in large classesen_US
dc.typeThesisen_US
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