Effect of Interactive Teaching Method on English Reading Comprehension Achievement of Junior Secondary School Students in Sokoto State
Sani Garba & Yusuf Abubakar
Department of English Language, Shehu Shagari College of Education, Sokoto
Abstract
This study investigated the effects of Interactive Teaching Method on Junior Secondary School students’ achievement in English reading comprehension in Sokoto state, Nigeria. The study aimed at finding out if there was a significant difference in the achievement of students in English reading comprehension when exposed to Interactive Teaching Method. There were three objectives of the study with three questions and three corresponding null hypotheses. The study employed quasi-experimental research design with experimental and control groups. John Dewey’s theory of learning by doing was reviewed in the study. The study lasted for eleven weeks. English Reading Comprehension Achievement Test (ERCAT) was used as instrument for data collection which was validated by experts and produced T-CVI of 0.76, and 0.88 index of reliability was obtained after pilot-tested. A total of 205 students participated in the study. Experimental group was made of 100 students while control group was 105. The analysis of the data collected was done using appropriate tools in Statistical Package for Social Sciences (SPSS) version 23. The study found that students taught English reading comprehension in Junior Secondary Schools in Sokoto state using Interactive Teaching Method outperformed those taught using Drills and Practice. The study therefore recommended among others that teachers of English under training and those in service should be made to understand how to use the Interactive Teaching Methods effectively via seminars, conferences and workshops to be organized by government and professional bodies.
Keywords
Interactive teaching method; reading comprehension achievement
Reference
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