ABSTRACT
This study investigated the effect of Reciprocal peer tutoring and Think-pair-share instructional strategy on senior secondary school students’ academic achievements and retention in English language. The study which adopted a quasi-experimental, pretest posttest non-equivalent control group research design was carried out in Abia state. Eight research questions and hypotheses respectively guided the study. A sample of 110 secondary school (SSII) students drawn from three public co-educational secondary schools in the state was used for the study using purposive sampling technique. The three intact classes were assigned into each of the two experimental groups and one control group respectively. Data were collected using a 34-multiple choice questions titled: Reading Comprehension Achievement Test (RCAT). The instrument was developed by the researcher and subjected to face and content validation. The validation was carried out by five experts, two in Curriculum and instruction, Reading Comprehension Education and one in measurement and evaluation all from Michael Okpara university of Agriculture Umudike, Abia state Nigeria and two seasoned English teachers. The instrument was tested for reliability and subjected to analysis using Kuder Richardson (K-R20) formula to determine the internal consistency which yielded an index of 0.71. Before and after the treatment that lasted for six weeks, the copies of the instrument were administered to the students by their regular English language teachers. The data collected from the students were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null-hypotheses at 0.05 level of significance. The results showed among others that Reciprocal peer tutoring and Think-pair-share had statistically significant and increasing effect on students’ academic achievements in Reading Comprehension than the lecture method. Based on the findings and conclusion of the study, it was recommended among others that teachers should use Reciprocal peer tutoring and Think-pair-share more regularly in teaching Reading Comprehension to the students especially the identified weak and less-achievers instead of the use of conventional lecture method.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements
v
Table of
contents vi
List of Tables ix
List
of Appendices xi
Abstract xii
CHAPTER 1: INTRODUCTION 1
1.1 Background of the study 1
1.2 Statement of problem 11
1.3 Purpose of the study 12
1.4 Significance of the study 13
1.5 Research questions 14
1.6 Hypotheses 15
1.7 Scope of the study 16
CHAPTER
2: REVIEW OF RELATED LITERATURE 18
2.1.1 Concept of reciprocal peer tutoring 18
2.1.2 Reciprocal peer tutoring procedure 19
2.1.3 Features of reciprocal peer tutoring 22
2.1.4 Role of the teacher in reciprocal peer tutoring classroom 23
2.1.5 Benefits of reciprocal peer tutoring instructional strategy 24
2.1.6 The concept of think-pair-share 25
2.1.7 Rationale for think-pair-share 28
2.1.9 Role of think-pair-share in language learning 31
2.1.10 Advantages of think-pair-share 33
2.1.11 The Position of English language in Nigeria system of education 34
2.1.12 The concept of retention 35
2.1.13 Advantages of retention 38
2.1.14 The concept of academic achievement 38
2.2.1 Socio- cultural theory by Lev Vygotsky (1978) 40
2.2.2 Constructivist theory by Lev Vygotsky (1978) 42
2.3 Review of empirical studies 44
2.4 Summary of the reviewed literature 56
CHAPTER
3: METHODOLOGY 59
3.1 Design of the study 59
3.2 Area of the study 60
3.3 Population of the study 61
3.4 Sample and sampling techniques 61
3.5 Instrument for data collection 62
3.6 Validation of the instrument 63
3.7 Reliability of the instrument 64
3.8 Method of data collection 64
3.8.1 Training of research assistants 65
3.8.2 Experimental procedure 65
3.8.3 Control of extraneous variables 67
3.9 Method of data analysis 68
[
CHAPTER
4: RESULTS AND DISCUSSION 70
4.1 Results 70
4.2 Summary of the major findings 90
4.3 Discussion of the findings 92
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATION 100
5.1 Summary of the study 100
5.2 Conclusion 101
5.3 Educational
implications of the study 102
5.4 Recommendations 105
5.5 Suggestion for further studies 106
REFERENCES 108
APPENDICES 116
LIST
OF TABLES
4.1 Pretest
and posttest achievement mean scores of students taught
reading
comprehension using reciprocal peer tutoring,
think-pair-share
and lecture methods 71
4.2 Analysis
of covariance (ANCOVA) on the mean achievement scores
of
students taught reading comprehension using reciprocal peer tutoring,
think-pair-share
and those taught using lecture method 72
4.3 Result
of multiple comparison analysis for students achievement
scores
(x) teaching methods using turkey least significant difference
(LSD) method 73
4.4 Pretest
and posttest achievement mean scores of male and female students
taught
reading comprehension using reciprocal peer tutoring 74
4.5 Analysis
of covariance (ANCOVA) of achievement scores of male and
female
students taught reading comprehension using reciprocal peer
tutoring 75
4.6 Pretest
and posttest achievement mean scores of male and female students
taught
reading comprehension using think-pair-share 76
4.7 Analysis
of covariance (ANCOVA) of achievement scores of male
and
female students taught reading comprehension using think-pair-share 77
[
4.8 Interaction
effect of gender and teaching strategies on students
academic achievements in reading comprehension 78
4.9 Analysis
of covariance (ANCOVA) of interaction effect of gender
andteaching strategies on students’ academic
achievements in
reading
comprehension 80
4.10 Posttest
and mean retention scores of students taught reading
comprehension
using reciprocal peer tutoring, think-pair-share
and
lecture method 81
4.11 Analysis
of covariance (ANCOVA) of mean retention scores of students
taught
reading comprehensionusing reciprocal peer tutoring,
think-pair-share
and lecture method 82
4.12 Result
of multiple comparison analysis for students' retention scores (x) teaching
methods using turkey least significant difference (LSD) method 83
4.13 Posttest
and retention mean scores of male and female students taught
reading
comprehension using reciprocal peer tutoring 84
4.14 Analysis
of covariance (ANCOVA) of retention scores of male
and
female students taught reading comprehension using reciprocal
peer
tutoring 85
4.15 Posttest
and retention mean scores of male and female students taught
reading
comprehension using think-pair-share 86
4.16 Analysis
of covariance (ANCOVA) of retention scores of male
and
female students taught reading comprehension using think-pair-share 87
[
4.17 Interaction
effect of gender and teaching strategies on students’ mean
retention
in reading comprehension 88
[
4.18 Analysis of covariance
(ANCOVA) of interaction effect of gender and
teaching strategies on students retention in reading
comprehension 90
LIST OF APPENDICES
A Letter
of introduction 116
B Comprehension
passages 117
C Reading
comprehension achievement test (rcat) pre-test and posttest 122
D Retention
achievement test 138
E Marking
scheme 146
F Lesson
plan on Reciprocal peer tutoring teaching method: experimental
group I 149
G Lesson plan on Think-pair-share
teaching method: experimental group 2 185
H Lecture
method 205
I Experimental
group I: pre-test- posttest retention test scores 224
Experimental group 2: pre-test
Post test retention test scores 226
J Control
group: pre-test-post-test retention scores
228
K Sample
distribution 230
L Table of
specification 231
M Plan of topics 232
N Item
analysis on reading comprehension achievement test 235
O Test of
reliability of the instruments 244
P Map of Abia state 246
English
language occupies a very important position in Nigeria despite the different
indigenous languages that she has. It is because of this reason that the
Federal Republic of Nigeria (FRN, 2013) in its National Policy on Education
gave it an outstanding position in the education system. The politics of many
local languages and ethnic groups gave the neo-colonial language, English, the
most prominent position in Nigeria. It is not only a foreign linguistic medium,
but also the main language of socio-political life, inter-ethnic communication,
administration and of national and international business transactions in
Nigeria (Izuagba and Nwigwe, 2012).
English
language is used in teaching in Nigeria system of Education and also offered as
a core subject in our secondary schools. It is the key to educational
advancement. The Nigerian university does not admit any student who does not
have credit in English language. Hence, Nwachukwu and Sunday (2012) observed
that the major aim of the Nigeria educational system is to enhance the
activities that involve the teaching and learning of the English language
because of its important role as the language of education. One not being
competent in English language affects one’s personal growth and also the
country's development. The secondary school level of education is the bridge
between the primary level of education and the tertiary level of education
where it is assumed that the student must have become competent enough in the
language so that he or she will be able to cope with the demands of the
society. In Nigeria, all the government transactions are carried out in
English. Since all policies, decisions, edicts and formal consultations among
the government officials are carried out in English language, it is imperative
that English language teachers should take the teaching and learning of English
seriously for the students to have a good command of the language.
Local
and international transactions in commerce and industry are mainly carried out
in the English language which helps to speed up important discussions and
business activities. In fact, English language makes all types of trade and
commercial activities easy that according to (Ene, 2015) so many people want to
learn English language not for its joy or fame, but because it is the language
used in internal socio-economic communication. It is through English language
that people in the media also reach the populace. The teaching of English
language is very important because it appears in every facet of life. English
language which is taught at every level of education has four skills which
include listening, speaking, reading and writing. Students are required to
become proficient in the four skills and also communicate with it in their
daily activities because knowing a language involves being able to use it effectively
in real life experiences.
Reading
is one of the skills we have in English language. Comprehension is the basis
for reading as it explains the procedure that effectively helps in drawing out
information from any given passage. Reading Comprehension requires that
students can skim for the main idea, scan for specific information, summarize
or paraphrase and ask oneself questions to draw conclusion so that students can
become readers who can select information from a given text in order to harmonize
critically and reflect on what is being read. For example, students should be
supplied with varieties of reading and writing activities that have a very good
reading comprehension skills (Alfallaji, 2017). Provision of instructions that
have reading comprehension skills are necessary to improve the students' ways
of critical thinking so as to help them understand any complex text presented
to them. Reading Comprehension is made up of complex factors like cognitive,
linguistic and socio-cultura variables which has made it difficult for language
teachers to teach the students Reading Comprehension effectively (Alenizi,
2019, Ismail & Tawalbeh, 2015).
DeBruin-Parecki
(2015) opined that reading helps the students to understand difficult text
structures on their own and also helps them to improve their skills both
academically and professionally. Readers who are successful in reading have
deeper comprehension which helps them to have connection between different
ideas, understand difficult concepts and simultaneously think about the
information while reading. Hence, teachers are required to use teaching
strategies that promote critical thinking and pre-reading to help the students
develop comprehension skills. Similarly, reading should be considered as a procedure
by teachers and authors so that it can help the readers extract the exact
information and improve their lexis as they take part in active l reading to
promote comprehension. (DeBruin-Precki, 2015). Glenberg (2017) advocated that
comprehension enhances the ability to respond exactly to the information
supplied by the text. Similarly, teachers' methods of teaching reading make it
easier for the students to reflect critically, understand the text and be able
to generate the actual response in comprehension. According to West African
Examination Council Chief Examiner's reports of May/June, 2018, on English
language, it reported that there was a dearth of vocabulary in the scripts of
most of the candidates. The report advocated the introduction of intensive
reading to boost the vocabulary of English. The Chief Examiner admonished
teachers to always engage the students on spelling drills, comprehension and
summary to enable them improve their vocabulary which could be as a result of
poor reading comprehension skills.
Poor
attitude of teachers to using innovative teaching methods lead to students'
poor achievement in English language. Oyinloye & Gbenedio, (2010) opined
that the major factor responsible for fallen standard of English language is
teachers not using the appropriate teaching method in teaching. Learning can
only take place when the teacher uses the appropriate teaching method to teach
the subject. Educational reformers who are interested in making schools and
classrooms capable of producing intended result have always advocated changing
the traditional curriculum and the methods used in teaching to help engage the
students to participate in solving the problem. There is a constant reminder
that learning should be captivating to maintain and retain students’ interest
and participation. The extent of content area students learn in a class is not
only determined in part by the students’ ability and prior preparation, but
also determined by the learning styles and teachers' methods of Instruction. In
order to attain to the different learning goals, teachers need to use
student-centred teaching methods that enhance academic achievement. Poor
achievement in English language may be attributed to a number of factors, one
of which is the use of poor, ineffective traditional method of teaching.
Confirming this, Nwigwe & Izuagba, (2011) assert that the type of method
used in teaching can increase the attention of students and zeal to learn or
make them lose interest. In fact, what a child learns does not only depend on
what he/she is taught, but on how he/she is taught. This is why the teacher’s
effectiveness rests on his/her Instruction, creativity and selecting the right
methods of presenting what he/she teaches.
The
traditional methods are regarded as the already existing methods of teaching in
the normal setting. These methods according to Izuagba and Nwigwe (2014) make
the language class not to be interesting l and do not allow the learners to
participate in teaching and learning; hence, opportunity to practise the target
language, English, is not provided. Here, the students are less motivated and
are unable to effectively interact with the language. Thus, this lecture method
of teaching is highly criticized and blamed for students’ poor conception. This
generally affects their academic achievement and leads to a general decline in
achievement. The lecture method is perhaps most widely practised method of
teaching. A lecture is usually an exposition, a talk, address or other forms of
verbal presentations to students by a teacher.
However,
it is not a suitable method of teaching to be used at the lower levels of
education. This is because real teacher-pupil interaction which is necessary
for the promotion of learning is lacking. In a lecture method, the teacher is
in complete verbal instruction or exposition with little or no interruptions.
He or she tells the class what he or she feels they should know. The students
simply listen and write down notes. The students are not actively involved in
the process of teaching and learning while the teacher is very active,
determining what to teach, the speed at which it is taught and the method of
teaching as it pleases and suits him or her instead of trying to understand the
learners' need and adopt strategies, pace and content that suit them. In
lecture method, communication flows only in one direction, from the teacher to
the students. Thus, it is referred to as a teaching method in which there is a
one-way communication. The teacher usually makes an oral presentation of
information to the students, who in turn, listen silently and jot down points.
It is a teacher-centred method of teaching where teaching is so much emphasized
than learning. The teacher is always the custodian of knowledge and information
giver. Lecture method involves the act of giving a long talk to the students on
a particular subject or topic within a specific time (Kanno, 1997). It helps
the teacher to use his or her well, it allows the teacher to deal with a very
large number of students at the same time. It also leads to easy coverage of
the syllabus and helps the students to develop and improve the ability to
listen attentively. This method of teaching does not encourage high academic
achievement.
The
way out of this low academic achievement is the introduction of cooperative
learning approach which aims at organizing classroom activities into academic
and social learning experiences (Gillies, 2016) Cooperative learning involves a
lot of things. It does not only involve the students coming together, rather,
it entails that students should work with one another as a team than just
arranging them into groups, and this has been described as '' structuring
positive interdependence''( Wikipedia, 2013). Students must work in groups as a
team to accomplish the tasks as a team in order to achieve the academic goals.
There are many cooperative learning strategies that are designed to achieve
different objectives. This study was focused on Reciprocal Peer Tutoring and
Think-Pair-Share instructional strategies.
There
are various types of peer tutoring instructional strategy currently in use, but
evidence emanating from Western Europe tends to suggest that Reciprocal Peer
Tutoring (RPT) has the tendency of helping students to understand what they
have read. Esteve in Gazula (2016) defined Reciprocal Peer Tutoring (RPT) as a
learning situation where students take turns acting as the tutors and the
tutees for instruction or review of academic material. In this method of
teaching, students exchange roles during the teaching and learning session. The
students teach and acquire academic assistance from the peers while the teacher
serves as a guide instead of participating in the intervention. The students go
into dialogue among themselves as each learner responds to one another. The
dialogue is normally structured using four strategies known as the Fabulous
Four Oczkus, (2018) which are predicting, clarifying, questioning and
summarizing. The main aim of Reciprocal Peer Tutoring is to use discussion to
enhance students’ reading comprehension, develop self-regulatory and monitoring
skills and achieve overall improvement in motivation (Mohammad & Abbas,
2012). In Reciprocal Peer Tutoring, the students are assembled in groups of two
or more and are trained to work together to prompt, monitor and evaluate each
other while working towards group goals. In this case, the students take turns,
playing the roles of a tutor and a tutee in groups. The students work as a team
in the groups to achieve already established goals or rewards that are
dependent on group achievement. Reciprocal peer tutoring requires that the
student earn some points for answering correctly to an academic task.
Reciprocal Peer Tutoring expects every member of the group to contribute to the
achievement of the objective, and makes sure that only one person cannot be
held accountable for the accomplishment of the set goals Esteve, (2005).
Reciprocal
Peer Tutoring (RPT) is based on Vygotsky’s (1978) social learning theory which
emphasizes the role of social interaction in development of cognition. Vigotsky
believed that thinking aloud and having discussion on thoughts help in
clarification and revision of thinking and learning. Vygotsky’s theory of Zone
of Proximal Development (ZPD) is believed to be very essential in identifying
appropriate text and scaffolding activities so as to support student success.
Vigotsky (1978) further explained that ZPD is the time between what a learner
can do on his or her own without the help of anybody and what the learner can do
under the supervision of an adult or as a team with peers who are more skilled.
Think-pair-share is a learner centred strategy that has three components,
namely, time for thinking, time for pairing with a partner and time to share
among pairs in a larger group. The use of this strategy joins the cognitive and
social aspect of learning, promoting the development of thinking and the
construction of knowledge. Think-peer-share instructional strategy has an edge
over the lecture teaching method. The ‘think time’ comprises the ‘wait time’.
It allows the children to come up with answers that are more elaborate because
they have been given enough time to think and discuss it. Students are ready to
take risks and come up with ideas because they have discussed them with their
partners. This strategy is different from the lecture method of teaching in
that it gives room for interaction among the learners during the pairing and
sharing stages.This type of teaching method has positive effect on the
students' academic achievement.
The
main trust of experimental design is to establish cause and effect
relationships and independent and dependent variables. In an experimental
study, one or more independent variables is/are manipulated by the person who
carries out the research (researcher) under controlled conditions and its/their
effect[s] observed. This usually involves exposing one or more control groups
to which the treatment was not administered. An experiment must therefore
involve experimental and control groups. The control group provides the
baseline necessary for gauging the outcome of the treatment variable. In this
study, the independent variables are the Reciprocal Peer Tutoring instructional
strategy, Think-Pair-Share instructional strategy, sex and retention while the
dependent variable here is the academic achievement. When the Reciprocal Peer
Tutoring and the Think-Pair-Share instructional strategies are used, they have
effect on the academic achievement of the students.
According
to Wikipedia (2018), academic achievement is the degree to which a student,
teacher or institution has been able to achieve their educational goals.
Academic achievement is commonly measured by examinations or continuous
assessment. Reciprocal Peer Tutoring and Think-Pair-Share instructional
strategies help students achieve a task given to them by working in groups
Slavin (1995). When students work in groups, it helps them to discuss any task
given to them so that those who could not understand it individually could
understand the task when an elaborate discussion is made which in turn helps
the students excel academically. Reciprocal Peer Tutoring and Think-Pair-Share
instructional strategies are effective in terms of teaching contents that
promote learning. These strategies that allow the students to work in groups
have positive effect on academic achievement of students which helps them to
retain what has been taught.
Retention
may be defined as the ability to store facts and remember things easily.
However, students’ interests and retention could be captured through the use of
the right teaching method (Osenwinyen, 2009). Retention is therefore a
necessary factor for students to properly apply the concept that they have
learnt. This implies that if there is no proper storage structures developed in
the learner, information recalling may be marred and consequently resulting to
poor performance. It is hoped that effective teaching strategy will enhance
retention of learned materials. Tran and Vietnam (2014) opined that cooperative
learning improves academic achievement and knowledge retention. Kara (2008) is
of the view that cooperative learning improves academic achievement and
retention. Since cooperative learning improves academic achievement and
retention according to Tran and Vietnam (2014), the researcher decided to carry
out a research on Reciprocal Peer Tutoring and Think-Pair-Share as cooperative
learning strategies to enhance the students' achievement and retention in
Reading Comprehension in English language.
Another
area of interest is the issue of gender in order to improve academic
achievement in Reading Comprehension in English language. Gender has become one
of the factors that raise curiosity and attracts attention, which must be
considered during teaching and learning. Gender conservatively refers to the
socially constructed roles, behaviours and power dynamics, access to resources
and rewards and characteristics assigned to females and males in different
cultures and every area of life. Curriculum experts advocate that selection of
teaching method totally depends on the classroom teacher and are of the opinion
that teachers should employ methods that promote the interest and abilities of
learners. Okam (2014) opined that teachers should use the teaching methods that
would promote the interest of all students irrespective of gender. She added
that teachers should use teaching methods that promote social interaction and
facilitate cooperative and team work which enable students cooperate and
respect all learners' point of view. It is this issue of gender disparity that
the work contributed in resolving the controversy on gender as it affects the
academic achievement of students in reading comprehension in English language.
It also compared the gender groupings and their effects on students’ academic
achievement in Reading Comprehension in English language.
With
the scenario in view, the big question is; what can be the way out? The way out
of the problem of low academic achievement of students in Reading Comprehension
in English language is perhaps the use of Reciprocal Peer Tutoring and
Think-Pair-Share instructional strategies in teaching the students Reading
Comprehension in English language. These instructional strategies promote
students' relationship and also increase cooperation in the classroom. They
also raise students’ achievement, build positive relationship among students
and provide experiences that develop both learning and social skills. Teachers
should use strategies that involve learners’ active participation. Such
strategies generate greater academic achievement and enhance students’ interest
in Reading Comprehension. The attitude of students towards Reading
Comprehension in English language as a difficult task can be changed when
teachers apply the right pedagogical skills in teaching. It is in the light of
this that the present study examined the effect of Reciprocal Peer Tutoring and
Think-Pair-Share instructional strategies on senior secondary students’
achievement and retention in English language in Abia State.
Reading
for comprehension is very necessary in the life of students. It helps the
students to draw meaning from any given text as well as helps the students to
examine and extend the meaning of the text which in turn enhances high academic
achievement. Learners graduate without acquiring adequate reading comprehension
skills needed for high academic endeavour and also being highly functional in
the society. It is believed that one of the reasons for poor academic
achievement of students in Senior School Certificate Examination is lack of
reading comprehension skills among students. There are many methods, techniques
and strategies used in impacting knowledge to students but not all the methods
of teaching adequately promote students’ understanding. Teachers owe it as a
duty to use different strategies in delivering instructions to carry all the
students along so as to enhance the students’ comprehension of what is being
taught. Unfortunately, some teachers do not want any change in their method of
teaching. They would rather want to stick to lecture method which does not
encourage students' participation. Most often poor achievement in reading
comprehension in English language has been blamed on a number of factors such
as ineffective teaching strategies like lecture method used by teachers in
teaching Reading Comprehension. It is observed that most English language
teachers adopt teaching strategies that are mainly teacher-centered that end up
not allowing the students to participate in lessons. The students are
therefore, denied the golden opportunity of learning in groups and all its
associated benefits. This is indeed problematic. One, therefore, wonders
whether Reciprocal Peer Tutoring and Think-Pair-Share instructional strategies
would improve the situation and solve the problem by giving all students ample
opportunities to actively participate in Reading Comprehension classes.
The
major purpose of this study was to find out the effect of Reciprocal Peer
Tutoring and Think-Pair-Share instructional strategies on Senior Secondary
students’ achievement and retention in English language in Abia State.
Specifically, the objectives of the study were to:
(1)
determine the mean achievement scores of students taught Reading Comprehension
using Reciprocal Peer Tutoring, Think-Pair-Share and those taught using lecture
method.
(2)
examine the mean achievement scores of male and female students taught Reading
Comprehension using Reciprocal Peer Tutoring.
(3)
find out the mean achievement scores of male and female students taught Reading
Comprehension using Think-Pair-Share.
(4)
find out the interaction effect of gender and teaching strategies on the mean
achievement scores of students taught Reading Comprehension.
(5)
determine the mean retention scores of students taught Reading Comprehension
using Reciprocal Peer Tutoring, Think-Pair-Share and those taught using lecture
method.
(6)
determine the mean retention scores of male and female students taught Reading
Comprehension using Reciprocal Peer Tutoring.
(7)
examine the mean retention scores of male and female students taught Reading
Comprehension using Think-Pair-Share.
(8)
find out the interaction effect of gender and teaching strategies on mean
retention scores of students taught Reading Comprehension.
The
findings of this study would be of benefit to students, teachers, curriculum
planners, administrators and future researchers
The
study would likely reveal to the students that Reciprocal Peer Tutoring and
Think-Pair-Share instructional strategies are very effective in increasing
their academic achievement and retention in Reading Comprehension. They can be
used in teaching the students so that they can become better learners since
they know that the process of learning affects the product of learning.
The
information gathered would perhaps help teachers to know how to teach the
students so that it will help them(students) increase in their academic
achievement. It would also help them (teachers) in adjusting their teaching
methods which will allow the students to participate fully in the teaching and
learning process.
The
study would help curriculum planners in the development of an improved method
of teaching and learning. Curriculum planners shall plan the curriculum so that
it will be student-centered instead of teacher-centered to enable the students
participate fully in the class.
Results
of this study would likely be of benefit to the school administrators in that
they could use the findings and organize conferences, seminars and workshops
for teachers on Peer Tutoring and Think-Pair-Share strategies so that they can
apply them in teaching the students. This could be done through in-service
training or the forms of training and retraining teachers.
To
the future researchers, the findings would also be of benefit to them.
Following a successful completion of this study, it would make some suggestions
for further studies while its reports would likely become a material for literature
review for subsequent studies that would relate to Reciprocal Peer Tutoring and
Think-Pair-Share instructional strategies especially in English language.
Researchers may also wish to adopt or adapt the instrument employed for the
study to enhance their own research.
The
following research questions guided the study:
1.
What
are the mean achievement scores of students who were taught Reading
Comprehension using Reciprocal peer tutoring, Think-pair-share and those taught
using lecture method?
2.
What
is the mean achievement scores of male and female students who were taught
Reading Comprehension using Reciprocal peer tutoring?
3.
What
is the mean achievement scores of male and female students who were taught
Reading Comprehension using Think-pair-share?
4.
What
is the interaction effect of gender and teaching strategies on the mean
achievement scores of students taught Reading Comprehension?
5.
What
are the mean retention scores of students who were taught Reading Comprehension
using Reciprocal peer tutoring, Think-pair-share and those taught using lecture
method?
6.
What
is the mean retention scores of male and female students who were taught
Reading Comprehension using Reciprocal peer tutoring?
7.
What
is the mean retention scores of male and female students who were taught
Reading Comprehension using Think-pair-share?
8.
What
is the interaction effect of gender and teaching strategies on the mean
retention scores of students taught Reading Comprehension?
The
following null hypotheses were formulated and tested at 0.05 level of
significance to guide the study:
HO1: There is no
significant difference among the mean achievement scores of students who were
taught Reading Comprehension using Reciprocal peer tutoring, Think-pair-share
and those taught using lecture method.
HO2 There is no significant difference between
the mean achievement scores of male and female students who were taught Reading
Comprehension using Reciprocal peer tutoring.
HO3 There is no
significant difference between the mean achievement scores of male and female
students who were taught Reading Comprehension using Think-pair-share.
HO4 The interaction effect of gender and
teaching strategies on students’ achievement in Reading Comprehension is not
significant.
HO5 There is no
significant difference between the mean retention scores of students who were
taught Reading Comprehension using Reciprocal peer tutoring, Think-pair-share
and those taught using lecture method.
HO6 There is no
significant difference between the mean retention scores of male and female
students who were taught Reading Comprehension using Reciprocal peer tutoring.
H07 There is no
significant difference between the mean retention scores of male and female
students who were taught Reading Comprehension using Think-pair-share.
H08 The interaction
effect of gender and teaching strategies on students’ retention in Reading
Comprehension is not significant.
The
study was delimited to Senior Secondary School II students in Umuahia Education
Zone of Abia State. The study determined the effect of Reciprocal Peer Tutoring
and Think-Pair-Share instructional strategies on senior secondary students’
achievement and retention in English language in Abia State. The study also
determined how gender influenced the students’ academic achievement and
retention in Reading Comprehension when they were taught using Reciprocal Peer
Tutoring and Think-Pair-Share instructional strategies.
The
independent variables in this study were Reciprocal Peer Tutoring,
Think-Pair-Share instructional strategy and gender while the dependent
variables were achievement and retention in Reading Comprehension. The aspects
of reading that were considered were reading for the main gist, reading for
implied meaning, reading for critical evaluation, reading for extracting the
main point from a given passage and reading to answer questions from a given
passage. Senior Secondary II students were selected for the study because they
have adjusted themselves to the senior secondary school curriculum.
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