EFFECT OF RECIPROCAL INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY II STUDENTS’ ACHIEVEMENT IN ENGLISH LANGUAGE COMPREHENSION IN IMO STATE

Abstract

This study investigated the effect of reciprocal instructional strategy on senior secondary II students’ achievement in English language comprehension in Imo State. The study adopted a quasi-experimental control design, specifically the pretest posttest non-equivalent control group design.  Two research questions were posed and one hypothesis was formulated to guide the study. One hundred and twenty SS II students were used for the study, using purposive sampling out of the population of 17,127 male and 18,178 female SS 2 students in government senior secondary schools in Imo State. Instrument used for the data collection was the English Language Comprehension Achievement Test (ELCAT). ELCAT was validated by three experts and the reliability coefficient using Kuder Richardson (K-20) formula was found to be 0.85. Mean and Standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypothesis at 0.05 significance level. The result revealed that there are significant differences in academic achievement of students taught English language comprehension using Reciprocal instructional strategies than students taught English language comprehension using lecture teaching method. It was recommended that efforts should be made by curriculum experts to incorporate Reciprocal instructional strategies into the teaching of English language comprehension among others. Teachers should be encouraged to use such innovative teaching strategy in the classroom for improved performance.