Department of Curriculum and Instructional Technology. Adamawa State ... instruction in educational institutions, the ... in the senior secondary school certificate.
METHOD AS A FACTOR OF STUDENTS'
ACHIEVEMENT IN READING
COMPREHENSION
•
.
'IIi
ill
~
"
........•..
By DR. MARJAH R. R. Department of Curriculum and Instructional Technology
Adamawa State College of Education,
Hong, Nigeria
And PROFESSOR GRACE C. OFFORMA Department of Arts Education
University of Nigeria, Nsukka
"tt."
Abstract This study sought to determine whether cooperative learning method could be a factor of student achievement in reading comprehension. One research question and tWo hypotheses guided the study. A sample of one hundred and thirty two (132) Year 1 students studying English as a single major in College of Education, Hong were used The instrument for data collection was a Researcher Constructed Reading Achievement Test (RCAT). The data were analysed using means, standard deviation and analysis of co-variance {ANCNA). The result indicated that cooperative learning method is more effective in enhancing students' achievement in reading comprehension better than the conventional lecture method It was then recommended that cooperative learning method should be used by teachers in the Nigeria school system for better students' achievement.
Introduction English language is a major vehicle for education in Nigeria. It is the medium of instruction in educational institutions, the official and national language, and the most frequently used language in the judiciary, media and commence. It is the
language used for interaction with the international communities. To fully participate in the educational, social economic and political aspect of the Nigerian society, one needs to attain some acceptable level of proficiency in the language. English language has four basic skills of listening, speaking, reading and
- - - - - - - - - - - - 254 - - - - - - - - - - - -
~
MARJAH R. R. & GRACE C. OFFORMA
wntmg. Among the four skills, reading comprehension occupies a central position in the senior secondary school certificate examinations because it carries the highest mark allocation. Candidates who fail in the paper can hardly pass the overall English language examinations. When it comes to teaching the subject, the predominant method of teaching is the lecture method. In the lecture method, the teacher exercises control over the teaching and learning processes, making the students passive listeners. Consequently, the students do not have enough opportunities to practise and master the skills required of them. This leads to poor performance and achievement in the subject. According to the Rand report (2002) reading comprehension is the process of simultaneously extracting meaning through interactions and involvement with written language. Snow (2002) explained that reading comprehension entails three basic elements, the reader, the text and the activity in which comprehension is a part. Some educationalists like Unoh (198Y), Lassisi (1984), Omojuwa (1989) and Umolu (1997) attribute the wide spread failure in reading and reading comprehension' to ignorance of what reading is, inadequate preparation of teachers and poor methodology of teaching. Poor methodology of teaching has prompted this study.
]
In the senior secondary school examination, the reading comprehension section require candidates to have acquired the ability to read printed words, sentences, paragraphs and whole passages thoughtfully, meaningfully and flexibly with understanding. They are expected to interpret passages. Chief external examiners over the years have expressed great concern on the low performance of candidates (West Africa Examination Council, WAEC, 2002 2003, 2004 and 2005) for instance, in the reports, the chief external examiners pointed out that in reading comprehension, candidates copied out chunks from the passages indicating their lack of understanding. Where they are expected to replace words, the candidates failed to put their options into context to see if the options chosen fitted well. Cooperative learning method is another method that could be used in teaching reading comprehension. The method is a student-centered method and it relies on the philosophy that learning is a social activity. Three concepts are very essential in cooperative learning method, team recognition, individual accountability and equal opportunity for participation (Uzoegwu, 2005). As a result, all students are challenged, encouraged and assisted to do their best because the contribution of all students are valued (Marjah, 2008). The poor performance of students in reading comprehension and its effects on
. their performance in English Language has
become a source of concern. One may
-------------- 255-------------
I
I
II! METHOD AS A FACTOR OF STUDENTS'ACHIEVEMENT IN READING COMPREHENSION
therefore wonder if method of teaching could be attributed to the problem and, if cooperative learning method could help in solving the problem. Thus, the study sought to determine if cooperative learning method would enhance students' performance in reading comprehension. One research question and one hypothesis guided the study.
•
Research Question What is the difference in the mean achievement scores of students taught reading comprehension using cooperative learning method and those taught using the lecture method?
Hypothesis There is no significant difference in the mean achievement scores of students taught reading comprehension using cooperative learning method and those taught with the lecture method at the 0.05 level of significance.
II
Method The quasi-experimental, non-randomized control group, pretest, posttest design was adopted because the students had already been organized into two in-tact classes consisting of sixty six (66) students in each class. The study was conducted in Adamawa state College of Education, in Hong Local Government Area in the central senatorial district of the state.
Sample of the Study
students studying English as a single major. Since in-tact classes were used, no sampling was involved. Assignment to control and experimental groups was done through coin-tossing, while division of the experimental group into cooperative learning groups of five students in each group was done by balloting with replacement. In the process thirteen (13) cooperative learning groups emerged. In the control group sixty-six (66) students were taught with the conventional lecture method.
Instrument for Data Collection The data for the study was obtained through a Researcher Constructed Reading Comprehension Achievement Test (RCAT). The construction of the instrument was based on the course outline of English 122, Reading Comprehension. The course is recommended by the National Commission for Colleges of Education, (NCCE). The instrument was validated by two experienced lecturers in English Education, University of Nigeria Nsukka, and three experienced lecturers in the Department of English, Adamawa State College of Education, Hong. The instrument was trial-tested on 35 year 1 students offering English as a single major in Taraba State College of Education Jalingo, and the results were used for calculating the reliability of the instrument using Pearson Product Moment Correlation Coefficient. The calculation yielded an index of 0.81.
The sample of the study consisted of one hundred and thirty two (132) Year 1
------------256 -----------
MARJAH R. R. & GRACE C. OFFORMA
1
II Treatment Implementation Two instructional methods were used in the study, cooperative learning method and the lecture method. The experimental condition was cooperative learning method, while the control group used the conventional lecture method. The treatment in both groups lasted six weeks. The regular lecturers who taught English 122, Reading Comprehension conducted the experiment under the guidance of the researcher. The teacher who handled the experimental group was trained in the conduct of cooperative learning method lessons by the researcher before the commencement of the experiment. Students in the experimental group were instructed to work together as a team, seek help from one another, help one another to understand the learning materials and topics taught to them. In addition, they were told that individuals would not be rewarded or reprimanded for either failure or success of the group, rather, each group would be held responsible and accountable for either the failure or success of each
group. The students were also introduced to social skills such as caring for one another, sharing ideas, doing things collectively, how cooperation leads to success and how to perceive each other and the need to contribute to the overall learning process. The researcher monitored the experimental group with the help of the college time table.
Data Analysis The data collected were analysed using means, standard deviation and analysis of co-variance (ANCOV A), while the hypothesis was tested at the 0.05 level of significance.
Results The result of the study are presented in accordance with research question and hypothesis.
Research Question What is the difference in the mean achievement scores of students taught reading comprehension using cooperative learning method and those taught with the conventional lecture method?
Table 1: Pretest And Posttest Mean Score of the Treatment and Control Groups in Reading Comprehension.
METHOD AS A FACTOR OF STUDENTS'ACHIEVEMENT IN READING COMPREHENSION
•
Table 1 above shows the Pretest and posttest mean achievement scores of both the experimental and control groups. In the experimental group the students scored 26.68 in the pretest and 61.36 in the posttest, giving the group a mean gain score of 34.68 The pretest score of the control group is 25.61 while the posttest is 38.22, giving the group a mean gain score of 12.65, The difference in the mean achievement scores of the students taught reading comprehension using cooperative learning method and those taught using the lecture method is 22.03 in favor of the
experimental group. This implies that that those taught using cooperative learning method had better achievement than those taught using the conventional lecture method.
Hypothesis 1 There is no significant difference in the mean achievement scores of students taught reading comprehension using cooperative learning method and those taught with the lecture method.
Table 2: Analysis ofCo-variance (ANCOVA) ofStudents Posttest Achievement Scores in Reading Comprehension (treatment by Group and method).
i/r, .
II
!,jl ~".
ill
r
J,
Hh
Score of Variation Main effect Intercept Covariate Method Error Total Corrected Total
SS 24938.117 142219.191 7273.503 16380.902 6085.369 35829.000 31023.477
DF 2' 1 1 I 129 132 131
The result in Table 2 above reveals that there is a significant difference in the mean achievement scores of students taught reading comprehension using cooperative learning method and those, taught using the conventional lecture method as indicated by the calculated F. value of 347.249 and the F. critical of 3.86. The decision rule is to reject the null hypothesis of no significance when the F
MS 12469.059 14219.191 7273.503 16380.902 47.173
F.cal 124.324 301.424 154.187 347.245
F.crit
Si2D
3.92 6.76 3.86 3.86
.000 .000 .000 .000
----~----
calculated value is greater than the F. critical value at a given alpha level. Based on the rule, the null hypothesis is rejected since, the F Calculated value of 347.249 exceeds the F. critical value of 3.86. This implies that the difference in achievement between the treatment and control groups can not be attributed to chance, but rather to the method used.
------------258 -----------
MARJAH R. R. & GRACE C. OHORMA
Discussion
1
sense of participation than those in a whole class setting taught using the lecture method.
The result of the study reveals that cooperative learning method is more effective in enhancing students achievement in reading comprehension than the lecture method. The result agrees with Dotson's (2003) findings in which she used cooperative learning method and found out that the treatment group performed better than those taught with the lecture method. Johnson and Johnson (2004) also reported that when students truly work together cooperatively, they achieve much higher and like the subject, the teacher and the school better. According to them, the question should not be who will do well, but how many can be prepared to do well. Also, Marzano and Pollock (2001) reported similar findings pointing out that cooperative learning method has proved to be one of the methods which increases students' academic achievement.
In cooperative learning method classes, there is active students' involvement and participation in the learning process, guided practice, immediate feedback and reinforcement. These lead to increased motivation and encouragement. The study also proved Maduabam (1987) and Ikitede and Edet (2005) right when they asserted that one of the factors militating against effective students' academic achievement in various subjects areas in schools across the nation is the use of unworkable method of teaching. Similarly, Ekpo (1998) stated that most teachers in the secondary and tertiary institutions still use only the direct and verbalized method of teaching because it is the shortest way of covering the syllabus. This view negates what the students are expected to gain from the syllabus.
Similar findings have been reported in earlier studies. Obioma and Adibe (1987) found out that students exposed to small group learning strategy achieved significantly higher than those in the whole class strategy. This is in line with Offorma's (2003) findings which revealed that in small heterogeneous groups, discussion and interactions stimulate and engender equal participation by all learners. In the same way Jegede (1982) and Okebukola (1985,1986) affirmed that students in small heterogeneous groups performed better and developed higher attitudinal changes, positive feelings and
Furthermore, Odubuni (1981) had earlier stated that most teachers have failed to create learning situations in which students interact with each other and with the learning materials for improved learning. Reading Comprehension is an active thinking process which involves a lot of reasoning, speculation, intelligent guesses, recalling, inferring, interpretation and evaluation of an author's points of view or thought structure in order to identify and relate main idea to details contained in texts. These demand that students posses the ability to recognize and comprehend relationships of words, phrases and relate
------------- 259------------
I
I
til
I,
METHOD AS A FACTOR OF STUDENTS'ACHIEVEMENT IN READING COMPREHENSION
one idea to another. Teaching these using the lecture method may be difficult and may not even allow the students to learn much. However, cooperative learning method allows students to have insights on how other students obtain and use information which lead to expansion of understanding of their thinking processes. By sharing ideas in cooperative learning method, students internalize what they learn and make use of it later individually.
Conclusion The conclusion of the study based on the result is that cooperative learning method is more effective than the lecture method in enhancing students' achievement in reading comprehension.
Recommendation Based on the result, the recommendations are made.
following
1. The National Commission for Colleges of Education, (NCCE) should include cooperative learning method in the Minimum Standards as one of the recommended methods of teaching in Colleges of Education. 2. Textbook authors and specialists in the field of curriculum and instruction should write and publish books on cooperative learning method using Nigerian context. 3. Colleges of Education should organize seminars and workshops for lecturers to update and enrich their knowledge in the use of cooperative learning method, in view of its benefits, and advantages to the students.
~ •
II
------------260 -----------
MARJAH R. R. & GRACE C. OFFORMA
1
~,
Reference Ekpo, O. E. (1998). Utilizing Lecture Method ofInstruction for Optimal Students' Performance in a Task Oriented Learning Situation, Informational Journal of Educational
Development L 1-7. Ikitde, G. A. & Edet, U. B., (2005). The Effects of Individualized and Small Group Learning Strategies on Academic Performance of In-Service Biology Teachers in the University of Uyo, Review ofEducation, Institute ofEducation Journal. University ofNigeria. Nsukka, 16 (2) 132-138. Jegede, O. J. (1982). An Evaluation of the Nigeria Integrated Science Project, (NISP) after a Decade of Use in the Classroom. International Review ofEducation, XXVIII 321-336. Johnson, D. W. & Johnson, R. T. (2004). An Overview of Cooperative Learning Method, Retrieved March, 11, from http.//www. Cooperative. org/pages/overview paper.html 1 14. Lassisi, M. J. (1984). The Effect of Cultural Content on Reading Comprehension. The Nigeria Language Journal, Q (1) 17-23. Maduabam, M. A. (1987). Towards Improving Academic Performance Examination. The Science Teacher, ~ 321-327.
In
School Certificate
Marzano, R. 1. & Pollock, J. E. (2001). Classroom Instruction that Work: Research-Based Strategies for Increasing Students' Achievement, Alexandria, VA: Association for
Supervision and Curriculum Development. Obioma, G. O. & Adibe, M. O. (1987). The Effect of Small Group Instructional Technique on Mathematics Achievement of Junior Secondary Slow Learners, Journal of Science Teachers Association ofNigeria, Q 92-96. Odubuni, E. O. (19 81). Integrat ed Science Teaching Strategies and Pupils' Attitudes to the Subject in some Secondary Schools in Oyo State of Nigeria, Unpublished M.Phil Dissertation, University ofIbadan. Offonna, G. C. (2003). Large Class Management in Modem Foreign Language, The Journal of World Council for Curriculum and Instruction, Nigeria chapter "1 (2), 53-64. Okebukola, P. A. (1985). Cooperative and Competitive Inter Group Techniques in Strengthening Students' Performance in Science Classes, Science Education. 69(4)501-509 Okebukola, P. A. (1986). Impact of Extended Cooperative and Competitive Relationship on the Performance of Students in Science. Human Relations. J!2 673-682
-------------- 261-------------
________
1.1
s
METHOD ASA FACTOR OF STUDENTS'ACHIEVEMENT IN READING COMPREHENSION
Omojuwa, R. A. (1989). The Teaching of Reading in Junior Secondary School in Nigeria, in J. 1., Macanlay, B. O. Ikegulu, B. A. Adelola & C. Ukuegbu (Eds.) Handbook for Junior Secondary School English Language Teachers. (pp. 90-99) Lagos: Nigeria Educational Research and Development Council.
I
Oyetunde, T. O. & Aboki, F. A. (1998). Teaching Reading in Primary Schools, Vol. I, Jos. Lecaps Publishers. Umolu, J. 1. (1997). Reading Instruction at the Primary School Level: State of the Art and Strategies for Improvement. In T. O. Oyedunde, J. S. Aliyu, A. Nwoke & F. A. Miri (Eds.) English teaching improvement (pp. 1-14), Jos: Lecaps Publishers. Umolu, J. 1. (1998). Whole Language Literacy Instruction in Primary Schools: An Innovation Response to Wide Spread Reading Failure, Journal ofEducation Improvement. 120-30. Unoh, S. (1983a). Reading Improvement in Nigeria as a Nation Multi-Lingual: Problem and Prospects. In S. O. Unoh, R. A. Omojuwa & S. K. M Crow (Eds.) Literacy and Reading in Nigeria. VoU (pp 1-32) Zaria: Institute of Education, Ahmadu Bello University. Uzoegwu, P. N. (2005). Method as a Factor of Students' Achievement in English Essay Writing, International Journal ofArts and Technology Education, .:L 25-34. West African Examination Council, (WAEC) (2002). Chief External Examiners' Report in English Language, November/December Senior Secondary School Certificate Examinations, W.A.E.C, Lagos. West African Examination Council, (WAEC) (2003). Chief External Examiners' Report in English Language, November/December Senior Secondary School Certificate Examinations, W.A.E.C, Lagos. West African Examination Council, (WAEC) (2004). Chief External Examiners' Report in English Language, November/December Senior Secondary School Certificate Examinations, W.A.E.C, Lagos. West African Examination Council, (WAEC) (2005). Chief External Examiners' Report in English Language, November/December Senior Secondary School Certificate Examinations, W.A.E.C, Lagos.
- - - - - - - - - - - - 262
--------~---
-,
~
-:
~1
