READERS’ THEATRE TECHNIQUE; RELEVANCE OF NATURE OF CLASS FOR ENHANCING READING SKILLS IN SECONDARY SCHOOLS IN KISUMU COUNTY, KENYA

Authors

  • Selina Alonya Kulo Post Graduate Student, University of Nairobi, P.O. Box 2472-40100. Kisumu, Kenya
  • Paul A. Odundo Prof., University of Nairobi, Department of Educational Communication and Technology, P.O. Box 92-00902, Nairobi, Kenya
  • Agnes Kibui Prof., University of Nairobi, Department of Educational Communication and Technology, P.O. Box 92-00902, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejel.v0i0.2830

Keywords:

enacting scripts, group work, motivation, nature of class, reading skills, scaffold

Abstract

Learners in secondary schools ought to be provided with a learning environment which results in effective reading skills. Nature of class facilitates achievement in reading skills through group work, scaffold, motivation and enacting scripts. This study adopted social constructivism in a quasi-experimental design to establish influence of nature of class on achievement in reading skills in secondary schools. Data was collected from learners, n=205 (experimental groups), n=221 (control groups) and 19 teachers for a period of 8 weeks. Reading skills assessment tests, questionnaires, interviews, focus group discussions were used to collect data. The findings revealed a statistically significant relationship between nature of class and achievement in reading skills with p=0.00. The findings in regard to statistical analysis revealed nature of class had a significant impact on achievement in reading skills and interactive classroom environment would be valuable in the teaching and learning of reading skills.

 

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Author Biographies

  • Selina Alonya Kulo, Post Graduate Student, University of Nairobi, P.O. Box 2472-40100. Kisumu, Kenya

    Selina Alonya Kulo is a post graduate student in the School of Education, department of educational communication and technology at the University of Nairobi, Kenya. Currently she is a teacher of English in a secondary school in Kisumu County. She started teaching in 1995 as an assistant teacher and is currently Deputy Principal. As an educationist, she has interest in empowering literacy levels especially for learners who struggle with reading.

  • Paul A. Odundo, Prof., University of Nairobi, Department of Educational Communication and Technology, P.O. Box 92-00902, Nairobi, Kenya

    Professor Paul Odundo is a full professor in the department of educational communication and technology at the University of Nairobi, Kenya. He is an educationist, trainer and mentor in research for social development. His aim is to achieve excellence in Human resource development across all sectors. He began his teaching profession in 1983 until 1989, when he served as an Education officer in the Ministry of Education. He later became a lecturer at the university in 1984 and rose up to the rank of chairman of the department in 2013 till March 2019 when his term ended.

  • Agnes Kibui, Prof., University of Nairobi, Department of Educational Communication and Technology, P.O. Box 92-00902, Nairobi, Kenya

    Prof Agnes Kibui is an associate professor in the department of educational communication and technology at the University of Nairobi, Kenya. She is an educationist and a mentor in research in English and literature and has developed materials for education development. She started her teaching profession in 1975 in a high school and in 1991 she became a lecturer at the university.

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Published

2020-02-04

Issue

Vol 5, No 2 (2020)

Section

Articles

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