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The study was aimed at determining the effect of vocabulary instruction on students’ performance in reading comprehension in junior secondary schools in Kaduna State, Nigeria. A quasi-experimental pretest-posttest research design was used for the study. The target population of the study consisted of 39,227 JS II students in public junior secondary schools in Kaduna State. A sample size of 117 JS II students was used in the study. The sample size was arrived at using purposive sampling technique. Sixty seven (67) JS II students were sampled for experimental group while fifty (50) students were used as control group. Both groups were taught for six weeks. A pre-test was administered to both groups prior to the six weeks of teaching to establish the homogeneity of the two groups. A close reading comprehension test was used to assess students’ performance in the reading comprehension task. Data collected in the study was analysed using descriptive and inferential statistics. At descriptive level, mean and standard deviation were used to respond to the research question while t-test was used at inferential level to test the hypothesis at 0.05 level of significance. The result revealed that the experimental group performed better than the control group. The study concluded that it takes fairly intensive vocabulary instruction to guarantee measurable gains in reading comprehension. It was therefore recommended that teachers should include vocabulary instruction in teaching reading comprehension to facilitate more understanding. Curriculum planners should equally include vocabulary instruction as one of the teaching techniques in the basic education curriculum.
Advances in Language and Literary Studies
Investigating the Impediments to Reading Comprehension in Junior Secondary Schools: Evidence from JSSII Students in Nsukka MetropolisThere has been an outcry concerning Junior Secondary School students’ abysmal performance in reading comprehension in internal and external examinations in Nsukka Metropolis; hence, the reason to investigate the factors responsible for this abysmal performance becomes necessary. We adopted a descriptive survey research design. The population of this study comprises one hundred (100) Junior Secondary School II students from five (5) randomly selected secondary schools in Nsukka Metropolis. The sampling technique which the researchers adopted was the simple random sampling and utilized questionnaire as research instrument which was developed on a 4-point scale of strongly agree, agree, strongly disagree and disagree. Again, a reading comprehension test was administered to the students for correlational purposes. Statistical analysis was used. The findings showed that students performed very poorly in reading comprehension as a result of inadequate and unqualified language teachers, in...
—This study was designed to compare the effectiveness of the instructional conversation and the vocabulary methods in teaching reading comprehension in Junior Secondary Schools. The population for the study comprised all the Junior Secondary Schools in Kaduna State. The schools randomly selected within Kaduna metropolis were used for the study. The study was quasi experimental. G.S.S. U/Rimi was used as the treatment group, while G.S.S. Sabon Tasha was used for the control group. Both groups were assessed after six weeks of teaching, using three different reading assessment instruments namely cloze, word recognition and retelling tests. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using Instructional Conversation method. The study further revealed that students from both groups made appreciable gain in the pre-test. Based on these findings, teachers are encouraged to adopt a thematic integrated approach (i. e combining the salient features of the instructional conversation method and the vocabulary method) since both methods could complement each other, if effectively used. I. BACKGROUND OF THE STUDY/PROBLEM Deficiency in the reading ability students has become a concern to specialists in reading. (Unoh, 1983, and Oyetunde 1989). The alarming rates at which such concerns are expressed have precipitated the need to continually carry out research in primary and post primary schools. It is hoped that the findings of this research will be useful in helping teachers to teach reading comprehension effectively and efficiently. Most of the studies so far conducted in Nigeria (Oyetunde 1989, Umolu 1990, Unoh 1983) have concentrated on examining reading difficulty of students at the primary and secondary levels. This study is based on the opinion that there are other non-text factors that can effect reading comprehension as well. Literature search reveals that such non-text factors as pedagogic factors have largely received little or no attention in Nigeria as far as this researcher is aware of. The absence of such crucial information as the actual effect of pedagogic factors on reading comprehension constitutes a problem, which has motivated the present study. Given the situation above, any effort to upgrade the quality of reading instruction is neither wasted nor misplaced. Such effort should be considered to step in the right direction since it constitutes an investment capable of yielding valuable dividends in the long run. A. Purpose of the Study The purpose of the study is to ascertain the difference in the performance of students taught reading comprehension, using vocabulary method and those taught using instructional conversation in cloze, word recognition test and retelling test. B. Research Question What is the difference in the pre-test and post test gain scores of students taught using the instructional conversation method and those taught using the vocabulary method in cloze word recognition and retelling tests? C. Hypothesis There is no significant difference in the post-test scores of students taught reading comprehension using instructional conversation and those taught using vocabulary method in cloze, word recognition and retelling tests.
Journal of English Language Teaching and Learning
The Correlation between Vocabulary Achievement and Reading Comprehension2021 •
The study investigated the correlation between students’ vocabulary mastery and their reading comprehension. Data were collected from 32 eighth grade students of SMPN 11 Palembang. The test item of vocabulary mastery and reading comprehension were given to the students to measure their level of vocabulary mastery and reading comprehension. The results were compared to find out the correlation between those variables. The result showed that there was a significant correlation between students’ vocabulary mastery and their reading comprehension. The technique of collecting data was by using a test. A try out test was also done to find out the validity. After the data of the students’ vocabulary mastery and their achievement in reading comprehension were collected, the data werestatistically computed to find out the correlation between the two variables. The result of applying the pearson correlation shows that the coefficient correlation is 0. 807. It means that there is a significant...
This study examined the influence of vocabulary development on reading comprehension of secondary school students in Basic Science in Ekiti State, Nigeria. This study adopted a quasi-experimental of pre-test, post-test control group research design on 150 JSS 2 students selected from six secondary schools using purposive sampling technique. The instruments used for this study are: vocabulary test and reading comprehension test and the participants pre-test were used to measure students' prior knowledge. The findings of the study revealed that vocabulary knowledge, reading comprehension and students' prior knowledge are related to students' achievement in Basic Science. The findings also showed that the combined influence of vocabulary knowledge, reading comprehension, students' prior knowledge and students' achievement in Basic Science was found to be statistically significant. The study therefore suggested that teachers should make concerted efforts to embark on rigorous and explicit teaching of vocabulary as it has a potential of supporting students' reading comprehension.
DUJEL, A Publication of the Department of Language & Linguistics, Federal University Dutsin-Ma, Kastina State.
Secondary School Students' Perception to Reading Comprehension in English Language in Ijebu Ode Local Government of Ogun State2019 •
Reading is a very important skill that students must master because it cannot be neglected in the teaching and learning process. Reading experts note that when the reading skill is mastered, transfer of knowledge to other school subjects is facilitated and this assists students to tackle problems of comprehension not only in English Language but also in other school subjects. Hence, this study examines the perception of secondary students towards reading comprehension in English language in Ijebu-Ode Local Government Area of Ogun State. This study used questionnaire as an instrument to obtain data from four hundred and eighty-five (485) students who were drawn from ten (10) randomly selected secondary schools. The frequency counts, percentage, t-test and ANCOVA were the analytical tools used in the study. The findings show that there is no significant gender difference in the perception of secondary school students towards reading comprehension and there is no significant difference...
Cakrawala: Jurnal Pendidikan
The Correlation Between Students’ Vocabulary MasteryAnd Their Achievement In Reading ComprehensionThis research deals with the correlation between students vocabulary mastery and their achievement in their reading comprehension. The data were taken from 33 students from class X-TKJ of SMK As – Sakienah Boarding School Tugu – Sliyeg. The writer used quantitative method by Pearson Product Moment. From the calculation by using product moment formula, it was found out that the coefficient correlation from this research is 0,8409.. It can be concluded that there is positive and high correlation level between students’ vocabulary mastery and their achievement in reading comprehension. This research used significance level 5%. From the hypothesis testing result, it was found that r_count is 0,8409 >r _table 0,3494. Based on the fact, it can be concluded that Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho) is rejected. So, there is significance correlation between students’ vocabulary mastery and their achievement reading comprehension.
Journal on Education
Vocabulary Instruction In Improving Students' Reading Comprehension In SD Negeri 8 Menteng Palangka RayaOne of the most important lessons in elementary school is understanding what they read. While reading comprehension is essential to academic success, not all students demonstrate adequate proficiency. The researcher interviewed and observed classes in SD Negeri 8 Menteng Palangka Raya, notably sixth grade, and found this issue. The researcher utilized one of the instructions to promote reading comprehension from that issue. Vocabulary instruction could increase English text comprehension, according to the study. This semester, students studied Describing People and Objects and picked descriptive text. The researcher solved the challenge with a quasi-experimental non-equivalent control group design. This study had two groups: 6A (control) and 6C (experimental). The experimental group randomly sampled vocabulary training, while the control group received non-vocabulary education. There were also two variables in this study: vocabulary teaching served as the independent variable, and t...
2020 •
One of the pressing issues that concern people in the academe both local and abroad relates to poor reading comprehension skills. This concern prompted the researcher to conduct this study to identify if vocabulary learning strategies, vocabulary knowledge, reading skills could predict students' reading comprehension. This study made use of descriptive correlation research design. Cluster sampling was used to determine the respondents of the study. It involved 337 grade 6 students. A standardized questionnaire of vocabulary learning strategies by Schmitt (2000) was utilized to get the data on students' vocabulary learning strategies. Researcher made vocabulary knowledge, comprehension skills and comprehension tests were likewise used in the study. The result revealed no correlation between vocabulary learning strategies and reading comprehension. However, it manifested relationships among vocabulary knowledge, comprehension skills and comprehension. The prediction equation to predict overall reading comprehension is constructed as follows: Overall reading comprehension =. 361 + .208 (overall vocabulary skills) + .097 (overall reading skills) +. 143 (sex) +. 129 (antonyms) +. 033 (mothers' educational attainment). It is recommended that researchers replicate this study to further investigate what other variables could predict students' reading comprehension.
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