EFFECTS OF INTERACTIVE APPROACH ON READING COMPREHENSION AND ATTITUDES OF SENIOR SECONDARY SCHOOL STUDENTS IN ZARIA LOCAL GOVERNMENT AREA OF KADUNA STATE, NIGERIA
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ABSTRACT
This study investigated the effects of Interactive Approach on Reading Comprehension and Attitudes of Senior Secondary School Students in Zaria Local Government Area of Kaduna State. The study aimed at evaluating the effects of Interactive Approach in determining students’ predictive responses to passage; in establishing questioning strategies for answering reading comprehension questions, in enhancing students’ ability to summarize comprehension passage, as well as examined the effect of the approach on students attitudes in the study area toward learning of comprehension. Methodologically, quasi experimental design was used, in which a pre-test and post-test design was employed. The study area has three thousand and eight (3008) students. The study sampled SS one students from two public Secondary schools in Zaria local government which were divided into two groups each. The sample schools have six hundred students (600) and one hundred and twenty students (120) students from SS one were sample based on 20 percent. The study adopted social constructivism theory as the theoretical basis. The instruments of the study comprised of comprehension passage extract from Chinua Achebe Prose’s “A Man of the people” AMOP; questions from the same passage and questionnaire which was used for testing students’ attitudes. Four research questions and research hypotheses were set. Statistical package for Social Sciences (SPSS) was used to analyze the data at two different levels, viz: descriptive and inferential level. Mean, standard deviation, frequency and percentages were used for descriptive analysis and t-test for inferential analysis all the analysis for inferences were done based on alpha (α) value of 0.05. The study rejected the four research hypotheses. The study found and concluded that interactive approach increases students’ performance in prediction of answers to comprehension passages; in establishing questioning strategies for answering comprehension questions; in summarizing idea of the passages. For the students’ attitude, Likert rating scale was employed to test the hypothesis and the result revealed that students’ attitude in reading comprehension passages was positive due to the use of interactive teaching method. Based on the findings, the study recommended that there is need for teachers of English language to employ interactive teaching method while teaching. It is also recommended that teachers should be available to students, answer their questions, ask them questions and create an interactive learning atmosphere in the classroom which will not just focused on improving achievement and learning skills, but also helps them to grow mentally.
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