READERS’ THEATRE TECHNIQUE; RELEVANCE OF NATURE OF CLASS FOR ENHANCING READING SKILLS IN SECONDARY SCHOOLS IN KISUMU COUNTY, KENYA

Selina Alonya Kulo, Paul A. Odundo, Agnes Kibui

Abstract


Learners in secondary schools ought to be provided with a learning environment which results in effective reading skills. Nature of class facilitates achievement in reading skills through group work, scaffold, motivation and enacting scripts. This study adopted social constructivism in a quasi-experimental design to establish influence of nature of class on achievement in reading skills in secondary schools. Data was collected from learners, n=205 (experimental groups), n=221 (control groups) and 19 teachers for a period of 8 weeks. Reading skills assessment tests, questionnaires, interviews, focus group discussions were used to collect data. The findings revealed a statistically significant relationship between nature of class and achievement in reading skills with p=0.00. The findings in regard to statistical analysis revealed nature of class had a significant impact on achievement in reading skills and interactive classroom environment would be valuable in the teaching and learning of reading skills.

 

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enacting scripts, group work, motivation, nature of class, reading skills, scaffold

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DOI: http://dx.doi.org/10.46827/ejel.v0i0.2830

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