EFFECT OF CRITICAL THINKING STRATEGIES ON READING COMPREHENSION PERFORMANCE OF SENIOR SECONDARY SCHOOL YEAR II STUDENTS IN MINNA METROPOLIS, NIGERIA.
EFFECT OF CRITICAL THINKING STRATEGIES ON READING COMPREHENSION PERFORMANCE OF SENIOR SECONDARY SCHOOL YEAR II STUDENTS IN MINNA METROPOLIS, NIGERIA.
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Date
2016-01
Authors
IMAM, Abubakar Ibrahim
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Abstract
The study explore the effect of Critical Thinking Strategies on reading comprehension
performance of Senior secondary school year two students in Minna Metropolis (Nigeria).The
Purpose of the study was to investigate; Effects of Critical Thinking Strategies on reading
comprehension performance among senior secondary school students. The variables
investigated were based on genders (male & female) and among students in the experimental
groups. Four research questions were set and answered and four hypotheses were postulated
and tested in the study. The experimental research design of equivalent and randomized pre-test,
post-test of experimental and control groups was used. The study area has a population of
11,124 Senior Secondary year two students for 2014-2015 academic year. A sample size of 120
year two students was sampled according to sample size table published by Curry in Yount
(2006). Thirty (30) students from four (4) schools out of the population were sampled through
simple random and purposive sampling techniques. Two researcher-designed instruments were
used; the Critical thinking Instructional Guide (CTIG) and Reading Comprehension Test
(RCT).The treatment procedures include six reading comprehension passages and the critical
thinking strategies lessons conducted for six weeks. The statistical tool used for data
interpretation was the independent t- test, tested at 0.05% level. The findings indicated that,
there was significant difference between the performance of male and female students exposed to
Critical thinking instructional strategies and those not exposed to treatment. Furthermore, the
findings revealed no significant difference between the reading comprehension performance of
male and female students in the experimental groups exposed to critical thinking strategies and
those not exposed. However, the effect of critical thinking strategy training did not vary among
different genders in the experimental groups. In addition, the findings provide empirical support
for the facilitative effect of think pair share method and reciprocal teaching method on reading
comprehension performance. The study concludes that the teaching of reading comprehension
can produce positive outcome if relevant and appropriate critical thinking strategies are used in
the teaching/learning process. It was recommended that English Language teachers should
employ the Reciprocal Teaching Method and Think-Pair-Share Method in instructing learners in
order to enhance their reading performance. Also teacher trainers, textbook writers, curriculum
developers should teach, write textbooks and develop English Language teaching materials
adopting and adapting the findings in this study.
Description
BEING A RESEARCH DESSERTATION SUBMITTED TO SCHOOL OF POST
GRADUATE STUDIES IN PARTIAL FULFILMENT FOR THE AWARD OF MASTERS
DEGREE IN TEACHING ENGLISH AS A SECOND LANGUAGE.DEPARTMENT OF
ARTS AND SOCIAL SCIENCE EDUCATION FACULTYOF EDUCATION
AHMADU BELLO UNIVERSITY,
ZARIA
Keywords
EFFECT,, CRITICAL THINKING STRATEGIES,, READING COMPREHENSION PERFORMANCE,, SENIOR SECONDARY SCHOOL YEAR II STUDENTS,, MINNA METROPOLIS,, NIGERIA