Effect of Extensive Reading Approach on Pupils’ Attitude and Achievement in Reading Comprehension.
ABSTRACT
This study investigated the effect of extensive reading approach on primary four pupils’ attitude and achievement in reading comprehension.
The study was motivated by both observed and reported inability of pupils in public schools in Onitsha urban to decode and comprehend. This has been traced to the poor teaching of reading at the foundational level.
The study adopted quasi experimental, non equivalent, pre-test post-test design. Involved in the study which lasted for eight weeks were 121 primary four pupils (58 males and 63 females) in four primary schools in Onitsha South Local Government Education Authority.
Two instruments: the Reading Comprehension Achievement Test (RCAT) and Reading Attitude Scale (RAS) were validated by experts and used.
Six research questions and six hypotheses were answered and tested. Mean,Standard Deviation and Analysis of Covariance (ANCOVA) were used for analysis.
Major findings of the study indicated that extensive reading could be employed as method of teaching reading comprehension.
The pupils exposed to extensive reading approach performed significantly better than those taught with the conventional approach.
Gender had no significant effect on the mean scores of pupils in the extensive reading and conventional groups. The use of extensive reading approach of teaching promoted more positive attitude to reading comprehension.
A major conclusion was that extensive reading approach is needed as an integral part of a balanced reading programme in English Language teaching in the primary school.
TABLE OF CONTENTS
TITLE PAGE I
APPROVAL PAGE II
CERTIFICATION III
DEDICATION IV
ACKNOWLEDGEMENT V
TABLE OF CONTENTS VII
LIST OF FIGURES XI
LIST OF TABLES XII
ABSTRACT XIII
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 17
Purpose of the Study 18
Significance of the Study 19
Scope of the Study 23
Research Questions 23
Hypotheses 24
CHAPTER TWO: REVIEW OF LITERATURE 26
Conceptual Framework 27
Concept of Reading 27
Concept of Reading Comprehension 37
Concept of Extensive Reading 49
Concept of Achievement 58
Concept of Attitude 62
Concept of Gender 64
Schematic Diagram Showing Relationship among Key Variables
And Expected Outcome 66
Theoretical Framework 67
Theory of Reading 67
Theory of Reasoned Action-Fishbein & Ajzen 67
Schema Theory 70
Reader Response Theory 74
Krashen’s Input Hypothesis 77
Review of Related Empirical Studies 80
Studies on Extensive Reading and Reading Comprehension 80
Studies on Pupil’s Achievement and Attitude 92
Studies on Pupils Achievement and Gender 95
Summary of Literature Review 96
CHAPTER THREE: RESEARCH METHOD 100
Research Design 100
Area of the Study 101
Population of the Study 102
Sampled and Sampling Technique 103
Instrument for Data Collection 103
Validation of the Instrument 105
Trial Testing of the Instrument 106
Reliability of the Instrument 106
Development of Instructional Package 107
Validation of Instructional Package 107
Trial Testing of the Treatment Package 108
The Lesson Plans 108
Training Scheme for Teachers 109
Experimental Procedures 110
Control of Extraneous Variables 112
Method of Data Analysis 113
CHAPTER FOUR: PRESENTATION OF RESULT 115
CHAPTER FIVE: DISCUSSIONS OF FINDINGS, CONCLUSION,
EDUCATIONAL IMPLICATIONS,
RECOMMENDATIONS AND SUMMARY 127
Discussions of the Results 127
Conclusion 133
Educational Implications of the Findings 133
Recommendations 136
Limitations of the Study 137
Suggestions for Further Research 137
Summary of the Study 138
REFERENCES 144
APPENDICES: 157
INTRODUCTION
Reading is one of the basic language skills in addition to listening, speaking and writing. At the basic school level, reading is the next skill that pupils learn after listening and speaking. Reading is the first step that a child takes in the match towards literacy.
Unlike the other three language skills of listening, speaking and writing, reading is a way of life and the inability to read and understand or lack of fluency in reading leaves an individual sharply divided from society (UNICEF, 2005).
Reading is not just a school affair but a lifelong activity. It is a skill not limited to language learning in class but an ,m read is to get ideas from print or written materials.
It involves the recognition of symbols, followed by the decoding of graphic symbols and finally the interpretation of such symbols verbally and visually to make them meaningful (UNICEF, 2005).
The more a child reads, the more background knowledge he acquires of other ways of life, behaviour and thought. Individuals read for manyvreasons: information acquisition, knowledge, self reflection, practical application as well as pleasure, enjoyment and relaxation.
In the primary school, reading is the next skill that pupils learn after that of listening and speaking (Ezeokoli & Ezenandu, 2013).
REFERENCES
Adeniyi, M.A. & Omale, A. (2010).Teaching reading comprehension in selected primary schools in Oyo State Nigeria. Library & Practice April (1) (e-Journal) University of Nebraska – Lincoln.
Aebersold, J & Field, M. L. (1997). From reading to reading teacher, Cambridge: Cambridge University.
Ajayi, S.O. (2004). Home and school factors as correlates of primary school pupils reading proficiency in English Language in Ibadan. An Unpublished Ph.D Thesis, University of Ibadan.
Ajila, P.K. (2003). Comparative effect of explicit and enhanced explicit teaching in learning outcome in primary science in Ikere Ekiti local government, Nigeria. Unpublished Ph.D Thesis, University of Ibadan.
Ajzen, I. (1991). The Theory of planned behaviour. Organizational behaviour and human decision processes, 50(2), 179- 211.
Akinbote, R.O. & Komolafe, A.T (2010). Explicit grammar strategy & primary school pupils achievement in written English in Ibadan, Nigeria. European Journal of Social Science 14(1) 61-73.
Alderson, C. (2000). Assessing reading. Cambridge: Cambridge University Press.
StudentsandScholarship Team.
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