European Journal of Open Education and E-learning Studies
ISSN: 2501 - 9120
ISSN-L: 2501 - 9120
Available on-line at: www.oapub.org/edu
10.5281/zenodo.60066
Volume 1│Issue 1│2016
DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE
OF STUDENTS IN READING COMPREHENSION IN
SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Hanna Onyi Yusuf1, Ayuba Guga2, Adamu Ibrahim3
1,2
PhD, Department of Educational Foundation and Curriculum,
Faculty of Education Ahmadu Bello University, Zaria, Nigeria
Phd, Department of Vocational and Technical Education
3
Ahmadu Bello University, Zaria, Nigeria
Abstract:
The study investigated the effect of Discussion method on the performance of students
in reading comprehension in secondary schools in Plateau state. The study adopted a
quasi-experimental pre-test and post-test control group design. Two randomly selected
Government Secondary Schools from Jos North and Jos South Local Government Areas
were used for the study. One hundred (100) senior secondary class II students from two
intact classes were used for the study (i.e. 50 students per class, per school).
Government Secondary School, Jos, was used as the experimental group while
Government Secondary School, Bukuru, was used as the control group. Students from
both groups were pre-tested to establish the homogeneity of the two groups before the
commencement of the treatment to the experimental group. Both groups were taught
for eight weeks. Students were tested using an instrument called a Cloze reading
comprehension test. The hypothesis postulated for the research was tested using T-test
as a statistical tool at 0.05 level of significance. The findings indicated that there was a
significant difference in the pre-test and post-test mean scores of students in the
experimental and control groups. The result further revealed a higher mean score of
students taught reading comprehension using the discussion method as compared with
those taught using the conventional method. Based on this finding, the study
recommended that teachers should be encouraged to use discussion method alongside
the conventional method to enrich their reading comprehension lessons. Curriculum
planners and textbook writers should equally provide topical issues/discussion topics
before, during and after every reading task to make reading comprehension lessons
more participatory, meaningful, purposeful, exciting, enjoyable and pleasurable.
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
128
Hanna Onyi Yusuf, Ayuba Guga, Adamu Ibrahim –
DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Keywords: discussion method, effect, reading, comprehension, performance, students
1.
Introduction
Reading comprehension, according to Oyetunde (2009), is a construct of varying
hierarchical degrees of intensity. Students are confronted with problems of
understanding what they have read and this makes it necessary for teachers to be
sensitive to the issue of reading comprehension. Several researchers (Gall, 1994, Kerns,
1997, Abisamra, 2007, Uwatt, 2007) have identified eight skills of reading
comprehension. These involves locating details, recognizing the main ideas, drawing
conclusion, recognizing cause and effect relationship, understanding of words in
context, making interpretations and making inferences. In developing reading
comprehension skill, therefore, ability to read well and possess a good command of the
language should be seriously encouraged.
Researches (Oyetunde, 2009, Abisamra, 2007, Yusuf, 2014, 2015) in second
language (L2) reading suggest that effective reading comprehension can be taught and
that students can benefit from such instruction. Research has also shown that successful
reading mainly depends on appropriate method used and that learners can improve
their reading comprehension by being trained to use effective strategies and techniques.
Strategic reading develops students’ knowledge about the reading process, introduces
students to specific strategies, and provides them with opportunities to discuss and
practice strategies while reading (Janzen 1996). Although there are many suggestion in
the literature on L2 reading as to how reading instruction should take place (e.g. Janzen,
1996, Winograd and Hare, 1988), few studies have been conducted on how teachers can
use the discussion method in their classrooms. This study integrated the use of
discussion method in teaching reading comprehension in secondary schools incorporate
strategy training in his secondary school English reading classes.
Reading, according to Gall (1994) is a highly complex activity, including various
important aspects, such as recognizing symbols quickly and accurately comprehending
clearly and with discrimination the meanings implied by the author. It also involves
reacting to and using ideas secured through reading in harmony with the reading
purposes and integrating them to definite thoughts and action patterns (Kern 2000).
Over the years in Nigeria, reading comprehension lessons have been dominated
by teachers asking students to turn to an appropriate page or chapter in the reading
comprehension text book, then read and answer the accompanying comprehension
questions. Or after the reading, the teachers spend time asking students questions until
the desired answer is got. This conventional approach to reading instruction suggests
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
that meaning resides within the text to be picked-up by readers (Oyetunde &
Muodumogu, 1999).
Oyetunde and Muodumogu (1999) list three reasons for reading failure in
schools as, ignorance of what reading entails, inadequate preparation of teachers and
poor methodology. The poor performance of students in public examinations is also
traced to minimal daily contact with the language (Oyetunde, 2002). These may be the
reasons why majority of Nigerian secondary school students are said to be poor at
reading and comprehending.
Abiodun-Ekus and Onukaogu (2007) contend that most Nigerian students are
not being empowered to benefit optimally from formal education. This is because the
Nigerian educational process fails to empower her students in the skills and strategies
that can make them effective, efficient and strategic readers. It therefore means that
basic comprehension skills necessary for effective interaction with the texts at the
secondary school level is lacking in Nigerian students.
Reading comprehension is more than what is happening in Nigerian classrooms.
Participants construct meaning by integrating their existing knowledge with the new
knowledge in the text in an activity. This process can be increased when a teacher
supports students’ comprehension. It is this supportive ability that is lacking in
Nigerian classrooms. Moore, Moore, Cunningham and Cunningham (1994) believe that
the supportive role of the teacher involves activities before students read so as to help
build background knowledge and set a purpose for reading.
Students should be encouraged to engage in discussion and interaction, thereby
encouraging them to share what they collectively known. In developed countries,
students’ comprehension could be significantly increased when teachers engage
students in some before-and after-reading activities that elicit higher order thinking
(Sternberg, 2002). Such interactive processes would help learners to comprehend better
and faster (Moore, Moore, Cunningham & Cunningham, 1994).
When teachers experience the reading selection with students by probing theirs
thoughts about what they are reading and questions that stimulates further thinking, it
helps learners to comprehend better and faster. Reutzel and Cooter (2007) believe that
the teacher can select strategies that socially involve students actively in comprehension
to increase motivation. If students lack strategies, then teachers can take steps explicitly
and scaffold their use to students’ independence. It is against this background that this
study is undertaken to investigate the effect of discussion method on students’
performance in reading comprehension.
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Review of Related Literature
Seweje (2010) confirmed that the methods adopted by teachers in most cases include the
talk and chalk (lecture) minimal with very concern for practical activities. Seweje (2000)
explained further that a teacher is expected to be a facilitator whose main function is to
help learners to become active participants in their learning and thereby making
meaningful connection between prior knowledge, new knowledge and the process
involved in learning. Akinleye (2010) confirmed that if the children are given
opportunity to be listened to and guided in a non-threatening atmosphere, they would
perform wonders in terms of problem-solving and decision making.
Discussion is a type of activity, which involves breaking the class into small
groups for effective talking on a topic, a problem or issue. It is thinking together process
in which pupils talk freely to the teacher it is to one another a student-centered method
since students participate actively. The role of the teacher is that of a moderator. There
is flow of information from teacher to student, from student to student. The teacher
should not allow individuals to dominate the discussion (Yusuf, 2012).
Discussion a method could also be defined as in which the teacher leads or
guides the students in expressing their opinions and ideas with a view to identifying
and solving problems collectively. Oyedeji (1996) explained that the discussion method
works on the principle that the knowledge and ideas of several people are likely to find
solutions or answers to specified problems or topics. Discussion method of teaching
engages both the teachers and students in thinking. It also develops in students social
skills of talking and listening. Of course, the method also has some demerits including
the possibility that class may be diverted from the topic. Academically weak students
may not actively take part in the lessons. Some brilliant ones may likely take over the
discussion. Problems may occur among the participants owing to lack of respect for
other peoples’ opinions and the whole class may turn into a state of pandemonium. The
above problems may arise as a result of poor handling of the discussion method.
In teaching reading comprehension, therefore, learners should be exposed to
topical issues that will make them interact and process information, from print. Learner
gains knowledge when appropriate information is given to them and they process the
information constantly. Information does not become knowledge automatically until
learners have been actively involved in its processing (Akinleye, 2010).
Discussion is a method of teaching that works on the principle that many people
are to put heads together in terms of knowledge and ideas to find solutions to specified
problems. The activities of the discussion group are to be regulated and directed by the
teacher or an appointee of the class.
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Group discussion may take a variety of forms such as small group, devil’s
advocate, round table, panel discussion, opposing panel and debate (Adewuya, 2003).
Some of the advantages of the method are sharing of ideas by students, development of
social skills of talking and listening, clarification of ideas and promotion of team work.
Despite all the above mentioned advantages, the demerits are numerous. Discussion
can get out of hand if not properly controlled, the class may turn to a market place and
confusion may arise as a result of poor management and informal nature of the
organization.
According to Stephen and Stephen (2005), discussion as a process of giving and
talking, speaking and listening, describing and witnessing which helps expand
horizons and foster mutual understanding. They explained further that it is only
through discussion that one can be exposed to new points of view and exposure
increases understanding and renews motivation to continue learning. Bridges (1988)
noted that discussion is concerned with the development of knowledge, understanding
or judgment among those people taking part in it. He believes that discussion is more
serious than conversation because it requires students to be mutually responsive to the
different views expressed. Dillion (1994) emphasized that discussion is highly
disciplined and concerned forum in which people come together to resolve some issues
or problem that is important to them. Dillion (1994) saw discussion as an important way
for people to affiliate with one another to develop the sympathies and skills that make
participatory lessons possible.
In view of the foregoing, the present research sought to investigate the effect of
discussion method on the performance of students in reading comprehension in
secondary schools in Plateau state.
Objective of the study
The objective of the study was to determine the effectiveness of discussion method on
the performance of students in reading comprehension in secondary schools in Plateau
state.
Research Question
What is the effect of discussion method on the performance of students in reading comprehension
in secondary schools in Plateau state, Nigeria?
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Hypothesis
Discussion method has no significant effect on students’ performance in reading
comprehension in secondary schools in Plateau state.
Methodology
The study adopted a quasi-experimental pre-test and post-test control group design.
Two randomly selected Government Secondary Schools from Jos North and Jos South
Local Government Areas were used for the study. One hundred (100) senior secondary
class II students from two intact classes were used for the study (i.e. 50 students per
class, per school). Government Secondary School, Jos, was used as the experimental
group while Government Secondary School, Bukuru, was used as the control group.
Students from both groups were pre-tested to establish the homogeneity of the two
groups before the commencement of the treatment to the experimental group. Both
groups were taught for eight weeks. Students were tested using an instrument called a
Cloze reading comprehension test. The hypothesis postulated for the research was
tested using T-test as a statistical tool at 0.05 level of significance.
The reliability of the instrument was determined through test-re-test and
estimation of internal consistency. The instrument was first administered on 20 students
from two schools that were not used for the study. After two weeks, the instrument was
administered again on the same sets of students. The scores of the two sets of students
were correlated using Pearson Product Moment Correlation Coefficient analysis. A
correlation coefficient of 0.77 was obtained.
Treatment (Discussion method)
Step 1: Teacher introduces the lesson by asking students some thought provoking
questions related to the reading comprehension passage to be discussed.
Step 2: Teacher encourages students to participate actively in class by making each
student to make contributions to the questions asked.
Step 3: Teacher sets a purpose for reading by asking topical questions or raising topical
issues pertaining to each paragraph of the reading task.
Step 4: Teacher encourages students to relate what is being read to their background
knowledge by asking students questions such as Have you ever had a similar experience
like the one expressed by the author ? Such a question will stimulate students to express
themselves in the process of narrating their individual experiences.
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Step 5: Teacher relates students’ individual experiences to those of the author the
reading text.
Step 6: Teacher pairs up students so they can share their experiences as they relate to
the reading text. Teacher goes round to ensure that students are actively involved in the
conversation.
Step 7: Teacher further groups the students in small groups of five students to discuss
and share their experiences. Teacher goes round to ensure that all students in each
group are actively involved in the discussion.
Step 8: Teacher guides students as they return to their seats. Teacher encourages
students to share all that they have discussed in their various groups by asking them
thought provoking questions that will make them think about what they have
discussed in their various groups.
Step 9: Teacher guides students as they read through the reading text, paragraph by
paragraph.
Step 10: Teacher asks students questions before, during and after the reading exercise to
ensure that students are actively interacting with the reading task.
Step 11: Teacher concludes the lesson with a summary of the major issues discussed as
they related to the reading task.
Data Presentation and Analysis
The research question earlier stated for the research which says what is the difference in
the performance of students taught reading comprehension using discussion method and those
taught using the conventional method was answered using table & .
Table 1: Mean and standard deviation of students’ scores in the experimental and
control groups
Group
Test
N
X
SD
Experimental
Pre – test
50
3.0
1.10
Control
Pre – test
50
2.48
1.12
Table 2: Mean and standard deviation of students post-test scores in the experimental and
control groups
Group
Test
N
X
SD
Experimental
Post-test
50
3.34
1.18
Control
Post-test
50
2.92
1.42
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Table 1 and 2 has revealed the students’ mean scores and standard deviation in the pretest and post-test. In Table 1 the mean and standard deviation of students in the pre-test
of the experimental group is 3.0 and 1.10 respectively while that of the control group is
2.48 and 1.12 respectively.
In Table 2 the mean and standard deviation of students in the post-test of the
experimental group is 3.34 and 1.18 respectively while that of the control group is 2.92
and 1.42 respectively. There is a slightly higher mean scores of the experimental group
(3.34) as compared with the control group (2.92) in the post-test result. This means that
the effect of the treatment on the experimental group was positive.
The hypothesis postulated for the research which says Discussion method has no
significant effect on the performance of students taught reading comprehension in secondary
schools in Plateau state was tested using T-test as shown on Table 3.
Table 3: Mean, SD and t-test of students taught reading comprehension using discussion
method (experimental group) and those taught using the conventional method (control group)
Group
N
X
SD
Experimental
50
3.34
1.18
Control
50
2.92
1.42
DF
Tcal
98
1.60
t-crit
0.60
Significant at 0.05 level of probability P> 0.05
Table 3 shows that the mean score of students taught reading comprehension using the
discussion method (that is experimental group) was 3.34 while the mean scores of
students taught using the conventional method was 2.92. In order words the mean score
of the experimental group was higher than that of the control group, signifying that the
experimental group performed better than the control group.
The statistics from table 3 indicated that the calculated t-value was 1.60 while the
t-tabulated value was 0.06. In accordance with the decision rule which states that the
null hypothesis should be rejected if the t-calculated is less than the t-critical or ttabulated. Therefore, the null hypothesis is rejected. This means there is a statistically
significant difference in the mean score of students taught using the discussion method
and those taught using the conventional method. The statistically significant difference
is in favour of the experimental group.
Findings
This study focused on the facilitative effect of discussion method and conventional
reading instructional method on students’ performance in reading comprehension. The
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
finding revealed that students who were taught using discussion method achieved
better in reading comprehension than those who were not.
This finding supported Stahl’s
finding that students’ comprehension of
texts were greatest with the use of discussion method than other control conditions.
Discussion method espouses the teacher guidance using purposeful questions aimed at
directing learners’ attention to important ideas and assisting them with hard-to-grasp
concepts in a manner in which other methods do not offer. The finding is also in
agreement with those of Beck and Mckeown (2001) who found that using discussions as
part of a read-aloud may increase vocabulary acquisition and comprehension. This is
because discussion creates opportunities for students to reflect on the storyline or the
text language and this promotes comprehension. Gall (1994) also reported that for
classroom questions to exert positive impact on students’ learning and achievement,
classroom instruction should include posing questions during lessons.
The finding also confirmed the finding of Isiugo-Abanihe (2002) that reading was
handled poorly in most school. The authors found that teachers’ strategies and pupil’s
activities were inadequate for any meaningful reading instruction to take place.
Oyetunde (2002) also found that poor instructional practice in schools lead to poor
performance of the students in reading. These findings resonate with those of the
current study where the performance of the students exposed to conventional reading
instructional method was significantly lower than that of those exposed to discussion
methods.
The statistically significant mean performance gain under discussion method
compared to conventional reading instructional method showed that it is no longer
tenable for the reading teacher to wait for students to complete the reading exercise
before questions are asked. The questioning and prediction activities of discussion
method help to arouse and maintain students’ attention and curiosity and to follow the
storyline. It, therefore, means that inattentive or daydreaming students could gain from
such reading lessons.
Conclusion
Based on the empirical data obtained from this research, the researcher concluded that
discussion method has the potency to improve students’ performance in reading
comprehension. Therefore, discussion method should be used alongside the
conventional method in order to facilitate and enhance students understanding of
reading comprehension passages in secondary schools. The study further, established
that the use of discussion method leads to improved performance in reading
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
comprehension. Discussion method captured students’ attention and increased their
involvement in the class. The discussions that ensured before, during and after the
reading exercise made students retain and recall more information from the texts. The
finding also imply that the teacher is responsible for helping students get a better
understanding of texts by the type of reading activities they encourage before, during
and after the reading exercise. The teacher needs to be educated on how to effectively
and efficiently teach reading to make the lesson participatory, meaningful, functional
and pleasurable. The researchers are of the opinion that the reading problems of
secondary school students cannot be solved unless teachers and curriculum planners
adjust to the needs of the students by using appropriate and effective teaching methods
in reading comprehension lessons.
Recommendations
The following recommendations were made on the basis of the findings of this research:
Teachers should be encouraged to use discussion alongside the conventional
method in order to enrich their reading comprehension lessons.
Curriculum
planners
and
textbook
writers
should
provide
topical
issues/discussion topics before, during and after every reading task to make
reading comprehension lessons more participatory, meaningful, purposeful,
exciting, enjoyable and pleasurable.
Teachers should be encouraged in every reading comprehension lesson to
engage their students in discussion through series of thought provoking
questions that will stimulate meaningful and purposeful discussion based on
the reading task.
Teachers should be encouraged to attend seminars, workshops and conferences
in reading methodology to update their skills in reading instruction.
Federal, state and Local Governments and Ministries of Education should initiate
processes whereby teachers can be trained specially in reading instruction to
enhance their pedagogical skills.
Universities, Colleges of Education and other institutions should offer courses in
reading methodology in order for teachers to update their skills in reading.
More effective training through workshops, seminars, conferences, in-service
courses on how to implement discussion method may help to give teachers
more support in trying to implement the discussion method in their reading
comprehension lessons.
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DISCUSSION METHOD AND ITS EFFECT ON THE PERFORMANCE OF STUDENTS IN READING
COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
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COMPREHENSION IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA
Language : African Journal of Humanities Vol 2(2) Kaduna state University
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non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Open Education and E-learning Studies - Volume 1 │ Issue 1│ 2016
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