Eugenia Ada Amadi


This study which investigated the relationship between gender and pupils’ interest in reading was conducted in Enugu, Nigeria. It adopted the non-equivalent, non-randomized control group quasi experimental design. The population of the study consisted of all the primary one school pupils in Enugu East local government area while the sample comprised 118 pupils drawn from four public primary schools. The schools were assigned to experimental and control groups through tossing of coin while gender was purposively selected. The instrument used for data collection was Reading Interest Inventory (RII) which was constructed by the researcher. Data generated were analysed using Mean, Standard deviations and Analysis of Covariance (ANCOVA). The research questions were answered using mean and standard deviations while the hypotheses were tested at 0.05 level of significance using ANCOVA. The findings of the study indicated that gender was not a significant factor on pupils’ interest in reading. It also revealed that there was no significant interaction effect of teaching method and gender on pupils’ interest in reading. It was concluded that synthetic phonics is able to stimulate and sustain pupils’ interest in reading gender notwithstanding. The adoption of fun-filled and activity-based instructional methods such as synthetic phonics for initial reading instruction was therefore recommended.


interest in reading, reading interest inventory, gender, reading instruction, initial reading

Full Text:



Canadian Council on Learning (2009). Why boys like to read: Gender differences in reading achievement. Retrieved from http://www.library.copian.calitem.10073

Education, Quality and Accountability Office (EQAO) (2010). Towards an understanding of gender differences in literacy achievement. Toronto : Queen’s printer.

Egbe, C.I. (2015). Effect of integrative language teaching approach on secondary school students’ Achievement and interest in English grammar. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.

Ekpo, C.M. Udosen, A.E, Afangideh, M.E, Ekukinam, T.U and Ikorok, M.M. (2007). Jolly phonics strategy and ESL pupil’s reading development: a preliminary study. A paper presented at the 1st mid-term conference held at the University of Ibadan, Ibadan, Oyo state. Retrieved from universityofuyoresearch.pdf.

Gyimah, E.K., Amponsah, M.O., Pin, C. and Kwarterng, O. (2012). A comparative study of pupils’ error patterns and their contributing factors. Intercontinental Journal of Educational Research. 1(1), 1-10.

Ibegbu, V.O. (2012). Effects of Digital versatile disc content package on secondary school students’ achievement and interest in Shorthand in Anambra State, Nigeria. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.

Ifeakor, A.C., (2005). Effects of commercially produced computer Assisted instruction package on students’ Achievement and interest in secondary school Chemistry. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.

Katz, H. and Sokai, I. (2003). Masculine literacy: one size does not fit all. Reading Manitoba, 24, 4-8.

Logan, S. and Johnston, R. (2009). Gender differences in reading ability and attitudes: examining where these differences lie. Journal of Research in Reading. 32(2), 199- 214.

Ogboji, B.A. (2013). Effect of local resources on students’ achievement and interest in culture and creative Arts in Nsukka, Enugu State, Nigeria. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.

Torty O.U., (2010). Effect of collaborative learning method on secondary school students’ achievement and interest in English Language tenses. (Unpublished doctoral dissertation).University of Nigeria Nsukka, Nsukka.

Udofia, A.G. (2008). Effects of edutainment on academic achievement and interest of students in introductory technology. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.

Umo, C.U. (2001). Effect of games on the achievement and interest of junior secondary school students’ in Igbo grammar. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.



  • There are currently no refbacks.

Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).