ABSTRACT
This study investigated the Effect of Schema and Inquiry Instructional Approaches on Students’ Academic Achievement in Reading Comprehension in Imo State. The study which adopted a quasi-experimental, pretest posttest non-equivalent control group research design was carried out in three selected public secondary schools in Imo State. A sample of 130 upper basic II students that offer Reading Comprehension were drawn from three public secondary schools in the state using purposive sampling technique. One school each was used for experimental group and for control group respectively. Data were collected using a 35-item multiple choice Reading Comprehension Achievement Test (RCAT). The instrument was subjected to face and content validation by three experts, one each of Reading Comprehension teacher, Curriculum expert and one expert in measurement and evaluation. The Instrument was trial tested to other similar students in a secondary school in another local government of Imo State. The scores were analyzed using Kuder Richardson (K-R20) formula to determine the internal consistency which yielded an index of 0.77 indicating that the instrument was highly reliable. The RCAT was used to collect data for the Pre-test, and Post-test. Six research questions and six null hypotheses respectively guided the study. 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 among others showed that Schema Theory Approach as well as Inquiry Instructional Approach respectively had increasing effect on the students’ academic achievement in Reading Comprehension, having recorded higher mean gain than those in Control group. It also showed that Inquiry Instructional Approach and Schema Theory Approach had more increasing effect on the male students’ academic achievement in Reading Comprehension than on the female students. Based on the findings, the school principals and senior English teachers should regularly sensitize the young teachers on the need to use both the Schema Theory and Inquiry Instructional Approaches in teaching reading comprehension in schools.
TABLE OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table
of Contents vi
List
of Tables vii
Abstract viii
CHAPTER
1: INTRODUCTION 1
1.1 Background to the Study 1
1.2 Statement of the Problem 14
1.3 Purpose of the Study 16
1.4. Significance of the Study 17
1.5. Research Questions 19
1.6. Hypotheses 20
1.7 Scope of the Study 21
CHAPTER
2: REVIEW ON RELATED LITERATURE 22
2.1 Conceptual Framework 22
2.1.1. Concept of reading comprehension. 22
2.1.2. Strategies for effective reading
comprehension 26
2.1.3. The importance of reading comprehension 28
2.1.4 Nature of schema 31
2.1.5 Schema theory and reading comprehension 35
2.1.6 Nature
of inquiry based learning 39
2.1.7 Nature
of lecture method 45
2.1.8 Upper
basic education in Nigeria 48
2.1.9 Gender
and achievement test in reading 50
2.2. Theoretical
Framework 52
2.3 Empirical Studies 55
2.4
Summary of Reviewed Literature 63
CHAPTER 3: METHODOLOGY 65
3.1
Design of the Study 65
3.2 Area
of the Study 65
3.3 Population
of the Study 67
3.4 Sample
and Sampling Techniques. 67
3.5 Instrument
for Data Collection 68
3.6 Validation of the Instrument 69
3.7 Reliability of the Instrument 70
3.8 Experimental
Procedure 70
3.9 Method of Data Analysis 72
3.10 Control of Extraneous Variables 72
CHAPTER 4:
RESULTS AND DISCUSSION 74
4.1 Results 74
4.2 Summary
of the Findings 87
4.2 Discussion
of Findings 88
CHAPTER 5:
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 92
5.1 Summary
of the Study 92
5.2 Conclusions
93
5.3 Educational
Implications of the Study 94
5.4 Recommendations 96
5.5 Limitation
of the Study 97
5.6 Suggestion
for Further Studies 97
REFERENCES 98
APPENDICES 106
LIST
OF TABLES
Tables Pages
4.1: Pretest and Posttest Mean
Scores of Students taught Reading
Comprehension
using Schema Theory Approach 74
4.2.: Analysis of Covariance (ANCOVA)
of Effect of Schema Theory
Approach
on Students taught Reading Comprehension 75
4.3: Pretest and Posttest Mean
Scores of Male and Female Students
taught Reading
Comprehension Using Schema Theory Approach. 76
4.4: Analysis of Covariance
(ANCOVA) of Achievement Scores of
Male
and Female Students taught Reading Comprehension using
Schema
Theory Approach 77
4.5: Pretest and Posttest Mean
Scores of Students taught Reading
Comprehension
using Inquiry Instructional Approach 78
4.6: Analysis of Covariance
(ANCOVA) on Effect of Inquiry
Instructional
Approach on Students taught Reading
Comprehension 79
4.7: Pretest and Posttest Mean
Scores of Male and Female
Students taught
Reading Comprehension Using Inquiry
Instructional
Approach. 80
4.8: Analysis of Covariance
(ANCOVA) of Achievement scores of
Male
and Female Students taught Reading Comprehension
using
Inquiry Instructional Approach 81
4.9: Mean Difference between the
Achievement of Students
Taught
Reading Comprehension Using Schema Theory Approach
and
those with Inquiry Instructional Approach
82
4.10: Analysis of Covariance (ANCOVA)
of the Mean achievement
of
Students taught Reading Comprehension using Schema Theory
Approach
and those taught using Inquiry Instructional Approach 83
4.11: Mean Interaction Effect of
Gender and Methods on Students’
Academic
Achievement in Reading Comprehension 84
4.12: Analysis of Covariance (ANCOVA)
of Interaction Effect of
Gender
and Methods on Students’ Academic Achievement
in Reading
Comprehension 86
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
English Studies is a core compulsory subject among the ten subjects
offered at the basic education level (Udofia, 2021). The basic education level
was introduced by the federal government as Universal Basic Education (UBE). The introduction of the Universal Basic Education (UBE)
brought remarkable changes in classroom management techniques, supervision and
curriculum development in Nigeria (Ayo & Adebiyi; Ajibola, in Moyinoluwa,
2015).
However, following the decision of the Federal
Government to introduce UBE program, the Nigerian Educational Research and
Development Council (NERDC), restructured and re-aligned all
primary and Upper Basic School's curriculum into a 9-year Basic Education Curriculum
(BEC) for implementation in Nigerian schools. Orji (2012) asserted that the 9-year program
which is part of the new 9-3-4 system of education is structured in three
levels: lower basic education (primary
1-3), middle basic education (primary 4-6) and upper basic education (JSS 1-3).
At the upper basic education level, NERDC listed the following five component areas for teaching
English language. The components are vocabulary development, grammatical structures, speech /spoken
English, listening and reading comprehension/summary (Ukonu, 2018).
Lynch (2019)
observed that the only constant in the constantly changing and progressing
field of education is reading. Reading as a basic skill in English language is very fundamental to
students’ success in school and in the society. In school
environment, it is crucial because it helps in
understanding of other subjects
such as Science, Maths and History (Rutzler, 2017). Reading is at the centre of every academic success and
acquisition of general literacy. Success gained in academics is largely
influenced by the intensive and extensive reading a child is able to do.
Confirming this statement, Shoebottom in Nwanorim (2016) asserts that the
relationship between reading and academic
processes is very strong. Information is presented in a text throughout the world
and so the ability of students to read is very important for them to understand
the content of a given text.
A text is a unit of language that is either spoken or
written, prose or verse, dialogue or monologue, books, magazines and
newspapers while sometimes including
pictures for visual reference, utilize print and so on, to share information
with the readers. Students' abilities to pull and process information from
textbooks become increasingly necessary for students' achievement in reading
(Ukonu, 2018).
Reading comprehension is the act of understanding what
you are reading. Though the definition may sound simple, the act is not simple
to teach, learn or practice. This is because understanding
what you have read should be done
intentionally, actively
and interpretatively before, during and after a person reads a particular
piece of writing (Brummitt-Yale, 2012). Reading comprehension is therefore the competence
to read text for meaning
with ease and fluency. It is the last
step of the reading process taught to children, after they have learnt phonics;
fluency and vocabulary (Hand in Hand Education, 2016). As students reach upper
basic education level, they are expected to build their background knowledge by
reading at home and then interact with their environment through inquiry as to
demonstrate their understanding during in-class discussions. This background
knowledge is known as schema.
Schema
which is called Schemas or Schemata in plural noun, is an overall thought regarding something. For
instance, when John comprehends that leaves change variety in the fall, he has
a construction about leaves and fall (Boyd, 2019). Accordingly, the current
review centers around the element of schema theory and
inquiry approaches as it connects
perception of what is read. Schema was
first utilized by Jean Piaget in 1926, the term construction for Piaget alludes
to "a clear cut succession of physical and mental activities" (Beard, in Ukonu, 2018). Besides, supporting Gans, McLeod
(2018) evaluated that in Piaget's hypothesis, a schema
is both the classification of information as well as
the most common way of obtaining that information. This is on the grounds that
Piaget accepts that individuals are continually adjusting to the climate as
they take new data and learn new things. As these new data is introduced, new
schemas are created and
old ones
are changed or adjusted. These progressions and alterations should be possible
through osmosis and convenience. In osmosis, new data is integrated into prior
diagrams. In convenience, existing patterns may be changed or new one shaped as
an individual learns new data and has new insight.
McLeod (2018)
who had prior evaluated Piaget's mental hypothesis saw that Piaget added
equilibration as the power which moves advancement along in the mental course
of securing schemas
to give answer
to circumstances. While osmosis is utilizing a current
diagram to manage another item or circumstance, convenience is the point at
which the current knowledge doesn’t work, and should be changed to manage another
article or circumstance. As per McLeod (2018), Piaget accepted that mental
improvement didn't advance at a consistent rate, yet quickly
and steadily. This suggests that it is a
continuous cycle. It is likewise critical to specify that every schema is one of a kind and relies upon a
person's encounters and mental cycles (Michalak, 2014).
Besides, Spence (2015) made sense of that blueprint is
what one definitely knows before one even gets a book to peruse. It's major
'fixings ' as indicated by Spence are one's recollections, the books one has
perused, the spots one have been to, the motion pictures one has watched, the
jargon one knows, etc. Having adequate background
knowledge or foundation information
gives one a "bar" to hang one understands "snares" on.
Buttressing the above declaration, Spence gave this model that assuming one is
approached to foresee what number of beans will squeeze into a container, the
individual could feel confused. Why? Since the individual is inadequate with
regards to some imperative foundation information. The individual doesn't have
the foggiest idea what sort of bean or what size of container that will be
filled. It works the same way with understanding
what is read. Too little schema
or foundation information, can disable understanding,
baffle readers and leave them feeling vulnerable. Accordingly, one's schema is profoundly fuelled by one's inclinations, making
everybody's construction unique (Spence, 2015).
As indicated by Turton (2016) there are fundamentally
three categories of schemas. They are content schema
which manages social information, theme commonality,
and related knowledge with a subject. It works fundamentally through the
hierarchical handling models being information based and idea driven. Formal schema (some call it literary composition) manages
foundation information on talk structures (explanatory structures, for example,
fantasies, stories, verse, unmistakable records, descriptive composition,
research reports, and so on). It includes the two kinds of handling modes:
hierarchical information on expository ideas and configurations, and base up
association with text-based point by point association. Semantic construction
manages the abilities and information required for exact disentangling of the linguistic units of a message: sentence structure, syntax, vocabulary, and its discourse types. It utilizes base up handling since it is
attached to the details of the text. Be that as it may, there is a cross-over between formal schema
and linguistic schema since talk types are subsumed under both. Talk types
present logical organizations (Top down handling), and are likewise essential to how a message
is read (base up
handling).
Top down handling and bottom up handling are reading
models that appeared in late 1960s and mid 1970s. Top
down handling accepts idea hypothesis as premise, and points
out that readers anticipate reading materials as indicated by past language structure and
semantic information and make affirmation and alteration during understanding
interaction. The model expects that reading interaction depends on readers' past information and is a circling cycle of
foreseeing, checking and affirming. Base up handling stresses that readers accepting reading materials as data input, begins from letters and word
acknowledgment and afterward join data ceaselessly to achieve understanding
action. Here, reading should be finished in a decent succession to get word meaning bit by bit
and readers fathom the reading materials as data input, beginning from letters and word
acknowledgment and afterward consolidate data ceaselessly to achieve
understanding action.
Nonetheless, schema theory which is the connection between foundation information
and understanding reading is ascribed to be
crafted by Bartlett (Sulisto, 2012). Bartlett, as per
Ho and Ng, (2016) was the British
psychologist that brought in
schema into reading. In that manner, he fostered the
schema theory. To Bartlett, schema
alludes to the way and reflection that the cerebrum
stores previous experience and known information.
Czarnec and Hill (2018) referring to David Ausbel validate the way that
schema theory has huge ramifications for
school classrooms.
Guiding that it is pivotal for instructors to understand that
students can recollect significant
measure of new data provided that they can bunch it with their connected
existing thoughts. As such, individuals fail to remember data on the off chance
that they don't attempt to coordinate it into their current mental structures.
Hence, to enact students' schema or earlier information, a KWL technique could
be utilized. KWL is the approximant abbreviation for "what I know",
"What I Want to Know" and "What I Learned". Numerous educators and learners likewise use it as a reading understanding guide (Fillbrandt, 2019).
At the point when understudies make associations with
the text they are reading, their understanding builds (Teacher Vision, 2019). Hence, an instructor could construct
the understudies' experience information by searching for references that can
be unequivocally made sense of prior to beginning another example. An educator
could likewise utilize blueprints to platform cognizance by giving a short,
straightforward framework ahead of time for another illustration (Breiseth,
2019).
Exact examination led by Sulisto (2012); Liu (2015)
and Li and Zang (2016) have demonstrated that schema
theory has constructive outcome to build
students' understanding perception. This
suggests that schema,
filling in as the reader's mental setting and the strong
information to acclimatize new data, significantly
worked with the most common way of importance procurement. Consequently, data
acclimatized into readers' background information acquired steadiness and less dis-friendliness and subsequently
could be held longer and better than data that didn't have anything to grip on.
With that impact, schema theory ought to be generally applied in teaching English reading to develop students' ability to read since all the three schemata cooperate on English reading.
Subsequent upon
this turn of events, there is a new tumult for a change in outlook where
learning is underscored through constructivism.
Constructivism sees the development of information as
a functioning subject that makes mental designs in their collaborations with
the climate. Mental communication will happen to the extent that the truth is
organized through the mental design made by the actual subject. The mental
design should continuously be adjusted and adjusted by the requests of the
climate and the evolving life form. The course of change happens consistently
through the course of reproduction. This suggests that educating and
educational experience should be connected with the important genuine world so
that the classroom is planned and formed
in such a way that the educator and students can share their insight and encounters effectively
(Amineh and Davatgari, in Andang and Purwarno 2018).
The above standard structures the premise of this
review. In this way, student's background information (schema) should built in an active cycle (inquiry). As opposed to the educator advising students
on what they need to be aware
of, students are urged to investigate the
material, seek clarification on pressing issues, and offer thoughts. This is
where Inquiry based learning approach becomes possibly the most important factor.
Inquiry- based learning (likewise enquiry based learning in
English) is a type of dynamic discovering that begins by suggesting conversation,
starting questions, issues or situations. It appears differently in
relation to the conventional training, which for the most part depends on the
educator introducing realities and their insight about the subject. Inquiry
based learning is in many cases helped by a facilitator
as opposed to a speaker. It incorporates issue based learning, and is for the most
part utilized in limited scope examinations and activities, as well as
exploration.
Inquiry
based learning is fundamentally an educational
technique, created during the revelation learning development of the 1960s as a
reaction to customary types of guidance, for example, direct guidance and
repetition learning. The way of thinking of Inquiry
based learning finds its predecessors in
constructivist learning hypotheses, like crafted by Piaget, Dewey, Vygotsky,
and Freire among others and can be viewed as a constructivist reasoning
(Wikipedia, 2020).
Dewey, a notable mid twentieth century American psychologist
and philosopher added to the improvement of Inquiry
based teaching and learning. According
to Crockett (2019), Dewey guaranteed that when the
students are put to work, not only something to learn and the doing is of such
a nature as to request thinking; learning normally results. He solidly accepted that a student relate the
material to their own life and lay out an enduring association. There are times
when educators need to step back and energize a youngster's manners of thinking
as they deal with through an issue or perception. On the off chance that they
battle to come to the right end result, a straightforward inquiry on the
educator's part can assist them with turning their considerations in the
correct heading.
What's more, Guido (2017) sees
Inquiry - based learning as a teachingg and learning strategy that focuses on students' inquiries, thoughts and investigations. Guido
characterized inquiry based learning from both a student and educator point of view. From the learner's perspective, inquiry based
learning centers with respect to
researching an open inquiry or issue. In this manner, the student
should utilize proof based thinking and imaginative
critical thinking to arrive at a resolution, which should be shielded or
introduced.
According to an educator perspective, inquiry based
teaching put together instructing centers with respect to moving students
past broad interest into the domains of decisive
reasoning and understanding. In this way, the educator should urge students to seek clarification on some pressing issues and
supporting them through the examination cycle, understanding when to start and
how to structure a request movement. Utilizing strategies, for example,
directed research record examination and round table discussion, which can be
run as contextual analyses, bunch projects, research projects, hands on work
particularly for science illustrations, remarkable activities customized to
their students. Whichever strategy for action an instructor picks, ought to permit students
to foster interesting methodologies for settling open
inquiries (Guido, 2017).
Very much like experiential learning, inquiry based learning effectively connects with students in the growing experience. Students are not simply hearing or composing what they are
realizing. All things being equal, students have the opportunity to investigate a subject all the
more profoundly and gain from their own direct encounters. In this manner, this
learning method permits students to more readily comprehend and review materials by
effectively captivating with it and making their own
associations from it (Grade Power Learning, 2018).
In addition, in
reading comprehension, the inquiry chart
could be utilized to encourage students' decisive reasoning and reinforce their
understanding abilities. The Inquiry chart (I-chart) is a procedure that empowers students to create significant inquiries regarding a point and
coordinate their composition. Understudies coordinate earlier information or
considerations about the subject with extra data tracked down in a few sources.
The I-chart strategy
is coordinated into three stages; arranging stage, associating stage and
incorporating/assessment stage. At the arranging stage, students recognize a
subject, structure questions, build the I-chart and gather materials. The connection stage includes
investigating earlier information, sharing of revenue, realities, perusing and
rehearsing
what has been read. The incorporation
and assessment stage incorporates summing up, comparing,
exploring and reporting
(Classroom Strategies, 2019). Howbeit,
inquiry is unique to each child and their background knowledge, their literacy
level, their natural curiosity (and lack of curiosity) etc. can seem
'disruptive' compared to 'sit and get’ teaching and learning. It also can and
should lead students to places the teacher may not have anticipated. Without
planning for its characteristics, inquiry based learning can seem disruptive
and a significant waste of time (Duckworth, 2018). 'Sit and get' teaching and
learning method is also known as lecture method (Nwanorim, 2016).
Lecture method is the oldest method of teaching. It is
based on the philosophy of idealism. This teaching strategy refers to the
explanation a teacher gives to the students on a particular topic in the course
of teaching. The teacher achieves this by using gestures,
simple devices, changing of voice, change in position
and facial expression to clarify the topic of the day to the students (Sharma, 2020).
Physicscatalyst (2017), sees the lecture method as the
most convenient and inexpensive method of teaching any
subject. However,
Chourasiya (2022) is of the view that lecture method is educationally not perfect
for junior
secondary level students
but may be used for the senior secondary students and perfect for university
students.
Studies by Nwanorim (2016) and Okpobiri (2012) are clear
evidence that inquiry method is a powerful technique for instructing. Further
examination by Kanno and Igwe in Kanno (2019) uncovers that lecture
method is generally not so successful as other 21st century teaching
methods like simulation and games. Subsequently, in taking on schema
and inquiry educational methodologies as teaching
strategies, other noticed factors that can impact the
students' cooperation in the educating/learningg process, for example, gender
and reading comprehension text type should be tended to. Supporting the above mentioned,
different elements as per Lackoof in Anantasa (2016)
are: text sort, point commonality and perusers' gender. According to Anantasa (2016) sex depends on the
"physiological, natural and anatomic elements that can't change"
while gender is
marked as "the social, social and humanistic development that are alluding to the males and females". There are contrasts among young
men and young ladies in utilizing language. Further examinations by Koban
(2016); Asagbaradi, Rouhi and Jafarigohar (2015); Oda and Abdul-Kadhim (2017)
are applicable in confirming this case. From the above examinations, it very
well may be gathered that distinctions in sexual orientation have both positive
and adverse impact on understanding perception.
Again, the kind of text chosen and given to a specific
class or level, if not proper for that class might affect the way a reader will understand that
text, subsequently, influencing reading comprehension. Ukonu's (2018) study affirms this case.
Agreeing to this, Lenz(nd) saw that reading
comprehension is additionally impacted by
the nature of the material. Text that is efficient and clear is
known as an obliging text while the inverse is called impolite text.
Consequently, the more rude the text, the more work will be expected of a reader to understand the text. Text types goes from
descriptive to argumentative types. With the end goal of this review, narrative
and expository text types will be utilized.
According to Read Naturally Incorporated (2019), Expository text makes sense of realities and ideas to illuminate,
convince, or make sense of a given information. It is great that readers perceive the construction of the expository text.
This type of text is normally organized with viewable signals, for example,
heading and subheading that give clear insights regarding the design of the
data. Being Informative in nature, expository text additionally often utilizes
one of the five normal text structures as arranging rule. They are cause and
effect; problem and solution; comparison and contrastion ; description and time request (succession of
occasions, activities or steps).Thus, showing these thoughts can assist
understudies with perceiving connections among thoughts and the general goal of
the text.
Narrative text then, recounts to a story, either a
genuine story or fictitious story. There are various techniques that will
assist students with grasping story account text. They range from utilizing story guides
to responding to understanding inquiry text. In story maps, educators can have
students chart the story language of the text to raise their
familiarity
with the components the creator uses to build the
story. Story grammar
structure incorporates: setting-when and where the story happens, Characters
individuals or creatures in the story, Plot-the story line, which regularly
incorporates at least one issues or clashes that the hero should address and at
least purpose
and subject-
the superseding illustration or principal thoughts
that the writer believes readers should gather from the story( Read Naturally
Incorporated, 2019).
The showing techniques or educational methodologies
chosen by English Examinations educators could likewise be an element for
understudies' terrible showing in English Language learning. It may be the case
that proper instructing approaches that will make understudies capable with the
abilities for compelling perusing appreciation have not yet been embraced in
the upper essential schools. This could be the explanations behind
understudies' unfortunate accomplishment in perusing cognizance which is a
necessary segment in English language assessments (Agwamba, 2014).
From the above mentioned, it is completely clear to
take note of the fact that the current review is a result of the specialist's
shout over the terrible use of the legitimate ways to deal with reading,
prompting a low exhibition of English Language students. These ominous
circumstances have in this manner, prodded up the researcher into investigating
whether the legitimate utilization of schema theory and
inquiry instructional approaches could
significantly affect upper basic English studies students' achievement in
reading comprehension in Okigwe Educational Zone of Imo State. The motivation behind
accomplishment testing as per Cherry (2020) is to gauge some part of the
scholarly skill of people; what an individual has figured out how to do. Though
an individual with a high accomplishment scores is a preferred wager to
progress over one with low accomplishment scores, all the same, high scores
cannot ensure a positive outcome.
Notwithstanding, achievement
test assists an
educator with choosing fitting materials for guidance, so all people will have
a greatest advantage from the guidance. By concentrating on the consequences of
the students on accomplishment and knowledge tests, the educator will decide if the students
are working at their greatest limit
or not, in this manner, deciding the advancement of the group in a specific subject or point throughout some
stretch of time (Kashyap, nd).
1.2
STATEMENT OF THE PROBLEM
It
is so sad to take note of the fact that English studies learner's reading
appreciation is declining. Subsequently, government, English language
instructors, guardians and public assessment bodies are truly glaring at the
circumstance. This present circumstance has been one of the upsetting parts of
the Nigerian school system today (Ugan, 2019). Reading is one of the four
fundamental abilities of English language and understanding perception, which
is backtracking significance based on what is perused, is a definitive objective
of Perusing. This is on the grounds that understanding is both intuitive and
vital (McLeod, 2018).
Most
students at the secondary school level and the upper basic level are just keen
on reading without grasping what they read and this is credited to their
failure to apply schema while reading. Consequently, this has prompted
unfortunate understanding propensities or unfortunate cognizance.
According
to researchers, students of English in a second language circumstance like
Nigeria, read and grasp gradually maybe due to their powerlessness to relate
their past experience or inability to enact their schemata to the current text
that they are reading. It may be the case that most undergraduates depend a lot
on bottom-up handling of individual words and dissecting sentence structures,
yet do not matter hierarchical handling for the general perspective on the
message. This could result from absence of fitting guidance and practice on the
parts of the educators to the students in applying understanding procedures.
This obviously has represented unfortunate reading disposition finishing into
unfortunate e execution overall.
The
pervasiveness of hesitant reading and learning propensity which most students
practice may to a great extent be liable for the high pace of disappointment
kept in English language and different subjects in BECE and SSCE. The report by
the NECO chief examiner for BECE(2019) in Okigwe zone marking venue, reveal that most of the
candidates who wrote the examination did not really do well because they lacked
understanding of the content of the given reading comprehension and summary
passages. This suggests that students are confronted with the difficulty of
reading and appreciating task in English language which is demanding
particularly in second language circumstance like our own. This present
circumstance has kept on being a cause of stress to instructive partners and
the country overall, as students having gone through long periods of tutoring
keep on falling behind in their exhibition in most scholastic subjects toward
the end of upper basic education.
Different
variables have been researched as been answerable for disappointment in
understanding perception, going from technique for guidance utilized by
educators and
students'
mentality towards reading. However, to
the best of the researcher's knowledge, very little have been done in the area of schema and inquiry. Is it that
students need sufficient schema (foundation information) or that their
constructions are not very much initiated? Might it at some point be that they
are not offered the chance to learn through inquiry or that the doing is not
enough as to result to learning? How much then, do male and female students
fathom text entries when their schemas are actuated? Additionally, how much do
male and female students fathom text entries when presented to inquiry method?
1.3 PURPOSE OF THE STUDY
The
purpose of this study is to determine the effect of Schema and Inquiry
Instructional Approaches on upper basic two students’ achievement in reading
comprehension. Specifically the study
seeks to:
1. Find
out the effect of Schema Theory Approach on students' academic achievement in
reading comprehension.
2. Find
out the effect of Schema Theory Approach on academic achievement of male and
female students in reading comprehension.
3. Determine
the effect of Inquiry Instructional Approach on students academic achievement
in reading comprehension.
4. Find
out the effect of Inquiry Instructional Approach on male and female students'
academic achievement in reading comprehension.
5. Determine
the interaction effect of Schema Theory Approach and Inquiry Instructional
Approach on students' academic achievement in reading comprehension.
6. Determine
the interaction effect of gender and instructional methods on students'
academic achievement in reading comprehension.
1.4. SIGNIFICANCE OF THE STUDY
The
discoveries of the review would be valuable to the accompanying groups;
students, instructors, textbook writers, curriculum organizers/developers,
parents/guardians. Subsequently, through the information obtained through this
study, students would figure out how to actuate and utilize their schemata
while reading any given text as it would help simple comprehension of the text
being read. Likewise, English language educators should remember that inquiry
method of teaching reading could be valuable in their lessons and could help
their students in more deeply studying of any composed written piece or text.
Furthermore,
students' information from this study would significantly propel them to foster
their ability to understand and also figure out how to actuate their experience
information particularly in further developing their reading comprehension.
Along these lines, students could gain from this study that each sort of
reading requires abilities and styles. Expository reading text requests an
alternate style from narrative reading text, etc. Hence, students might perform
better in reading comprehension when they apply every one of the styles
referenced in this review.
For
second language teachers/lecturers, information on the schema and inquiry
educational methodologies could become teaching approaches for increasing
students' understanding capability and could make students keen in reading comprehension. Subsequently, through
this review, educating and learning of reading comprehension in schools could
be made more straightforward for English language educators and English
language students.
For
English language course book writers, information on the review would assist
them with consolidating composition hypothesis in reading comprehension
particularly while planning and composing reading comprehension text of any
sort. This can be accomplished through exhaustive investigation of the ideas
and the significance joined to the ideas in the investigation of understanding
reading.
For
policy makers in education, this review would assist them with finding new
procedures to suggest for execution in the effective teaching of English
language in the upper basic classes.
To
the curriculum planners/developers, the review would be huge and
the results would assist them
with planning the curriculum that will mirror the goal and purpose of teaching
reading comprehension through inquiry and background information. This could
similarly achieve a fast improvement in the presentation levels of second
language students in reading comprehension. This study would similarly direct
them in re-examining the items in the English language syllabus with the end
goal of dealing with the procedures of teaching reading comprehension.
Finally,
this study would help parents/guardians to energize their youngsters/wards to
understand papers, letters, sees, inventories, notices, set of rules and
guidelines, marks of different sorts, street signs, guides and the likes. At
the very least, a reading public is a responsible public. Therefore,
parents/guardians who might go through this work could see the advantages of
reading broadly and would hence support their youngsters/wards to read widely.
1.5. RESEARCH QUESTIONS
The following research questions are posed to guide
the study:
1. What
is the effect of Schema Theory Approach on students' academic achievement in
reading comprehension?
2. What
is the effect of Schema Theory Approach on academic achievement of male and
female students in reading comprehension?
3. What
is the effect of Inquiry Instructional Approach on students' academic
achievement in reading comprehension?
4. What
is the effect of Inquiry Instructional Approach on male and female students'
academic achievement in reading comprehension?
5. What
is the interaction effect of Schema Theory Approach and Inquiry Instructional
Approach on students' academic achievement in reading comprehension?
6. What
is the interaction effect of gender and instructional methods on students'
academic achievement in reading comprehension?
1.6. HYPOTHESES
The
following hypotheses are formulated and tested at 0.5 level of significance.
HO1:
There is no significant
difference in the effect of Schema Theory Approach on students' academic
achievement in reading comprehension.
HO2:
There is no significant
difference in the effect of Schema Theory Approach on academic achievement of
male and female students in reading comprehension.
HO3:
There is no significant
difference in the effect of Inquiry Instructional Approach on students'
academic achievement in reading comprehension.
HO4:
There is no significant
difference in the effect of Inquiry Instructional Approach on male and female
students' academic achievement in reading comprehension.
HO5:
There is no significant
difference in the interaction effect of Schema Theory Approach and Inquiry
Instructional Approach on students' academic achievement in reading comprehension.
HO6:
There is no significant
difference in the interaction effect of gender and instructional methods on
students' academic achievement in reading comprehension.
1.7 SCOPE OF THE STUDY
The
focal point of this study is to look at the impact of schema and inquiry
instructional approaches on upper basic students' academic achievement in
reading comprehension. It likewise analyzed the directing impact of gender on
students' scholastic achievement in reading comprehension. The extent of the
review is delimited to upper basic two students in Okigwe Local Government Area
of Imo State. The truth of the matter is that they are as of now in secondary
school and ought to be more experienced with regards to reading of various
texts. Along these lines, students at this stage are supposed to have been
shown reading utilizing different strategies. In that capacity, they might
assist the current review with testing student's capacity to grasp a message by
showing them reading comprehension through schema and inquiry approaches.
The
exploration was done involving three public secondary schools in Okigwe Local
Government Area of Imo state from where three intact classes were chosen.
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