INFLUENCE OF INTERACTIVE ACTIVITIES ON STUDENTS’ PERFORMANCE IN READING COMPREHENSION IN SENIOR SECONDARY SCHOOLS IN KADUNA, NIGERIA

Authors

  • Hanna Onyi Yusuf PhD, Department of Educational Foundations and Curriculum, Faculty of Education, Ahmadu Bello University, Samaru-Zaria, Nigeria
  • Hadiza Ahmed Tukur PhD, Department of Educatıonal Psychology, Faculty of Educatıon, Ahmadu Bello Unıversıty Zarıa, Samaru-Zaria, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.2966

Keywords:

interactive, activities, learning resources, inclusive education, preschools

Abstract

The research investigated the influence of interactive activities on students’ performance in reading comprehension. Two secondary schools were used for the study. Eighty (80) homogenized senior secondary school II students were used for the study, i.e 40 students from each school. The two schools were located far apart i.e Government Secondary School Doka, Kaduna North, Government Secondary School, Makera in Kaduna South. Two instruments were administered on the students. T-test was used to analyse the result of the tests. The results revealed that interactive activities had significant influence  on students’ performance in reading comprehension. The findings suggest that interactive activities are helpful in understanding and comprehending written texts. It also helps teachers to see how students’ individual thought processes are working with the information received from texts. Teachers are encouraged to use interactive activities to facilitate students’ reading comprehension. Interactive activities such as ‘turn on the meaning by engaging students in purposeful strategic conversations’ provide students with ample opportunities to interact with the text, teacher and peers. Curriculum planners are equally encouraged to include interactive activities in the reading component of the English language curriculum for senior secondary schools.

 

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References

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Published

2020-03-31

Issue

Vol 6, No 11 (2020)

Section

Articles

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