IMPACT OF USING ICT IN TEACHING READING COMPREHENSION IN SECONDARY SCHOOLS IN KADUNA, NIGERIA

Authors

  • Hanna Onyi Yusuf PhD, Department of Educational Foundations and Curriculum, Faculty of Education, Ahmadu Bello University, Zaria, Nigeria
  • Shehu Uthman El- Yakub Dr, Institute of Education, Ahmadu Bello University, Zaria, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.2972

Keywords:

ICT, teaching reading comprehension, secondary schools

Abstract

The study investigated the impact of using ICT in Teaching Reading Comprehension in Secondary Schools in Kaduna. Two randomly selected Government Secondary Schools (namely Government Secondary Schools Maraban Rido and Government Secondary School Tafawa Balewa. The schools were both tagged School ‘A’ and School ‘B’) were used for the study. The research design was pre-test, post-test, quasi experimental design. The pre-test was administered prior to teaching while the post-test was administered after six weeks of teaching. School ‘A’ was used as the experimental group while school B was used as the control school. The experimental school was exposed to reading comprehension lessons using ICT facilities such as computer, laptops and iPads. The control group was taught without ICT facilities. Both groups were tested after six weeks of teaching using reading comprehension test. The result revealed that the experimental group taught reading comprehension using ICT facilities performed better than the control group. Students in the experimental group were highly engaged and were able to demonstrate unique and creative ways of responding to text using the available ICT facilities. It was therefore recommended that teachers should introduce the use of ICT facilities in teaching reading comprehension in order to prepare students for the 21st century technology.

 

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References

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Published

2020-04-01

Issue

Vol 6, No 10 (2020)

Section

Articles

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