STRATEGIES FOR IMPROVING READING COMPREHENSION AMONGST SENIOR SECONDARY SCHOOL STUDENTS IN EBONYI STATE, NIGERIA

Abstract

The main objective of the study was to determine the strategies for improving reading comprehension amongst senior secondary school students in Ebonyi State, Nigeria. The study was carried out using a descriptive survey research design, four research questions and four null hypotheses guided the study. The population for the study was two hundred and fifty (250) English Language teachers selected randomly by balloting from the three education zones (Abakaliki, Onueke and Afikpo Education zone) of Ebonyi State. The instrument used for data collection was a 25 item structured questionnaire developed by the researcher. The instrument was structured using a four (4) point rating scale for data collection and was face validated by three experts in Arts and Social Science Department of Ebonyi State University (EBSU) Abakaliki. Cronbach Alpha was used to determine the reliability coefficient of the four sections of the instrument which gave a value of 0.93. Mean and standard deviation was used to answer the research questions and t-test was used to test the hypotheses at 0.05 level of significance at the appropriate degree of freedom. The result of the findings revealed that all the items under the use of prediction, taking notes, re-reading and asking (lots of) and responding to questions during reading were accepted as the strategies for improving reading comprehension amongst senior secondary school students in Ebonyi State, Nigeria. The null hypotheses tested showed no significant difference in the mean response of male and female English language teachers. Based on these findings, some implication were deduced and it was recommended among others that only qualified and competent English language teachers should be recruited. Also, English language teachers should engaged in further professional training/development so as to update their knowledge in the rudiments of reading comprehension.