Abstract
The study examined the effect of drama technique on achievement in English reading comprehension of junior secondary school students. This study adopted the pre-test – post-test quasi-experimental design. The population of the study comprised all junior secondary school students in Ijebu-North local government, Ogun state. Two junior secondary schools were randomly selected for the purpose of the study. The students in the two schools were randomly assigned to experimental and control groups. The instrument used for data collection was the Reading Comprehension Achievement Test which has a reliability coefficient of 0.72. The experiment lasted for six weeks. The data were analyzed by Analysis of Co-Variance (ANCOVA) at a 0.05 level of significance. The results show a significant main effect of drama technique and gender on students’ achievement in reading comprehension. The results further show a significant interaction effect of drama technique and gender on students’ achievement in reading comprehension. The study recommends that teachers should adopt the use of drama techniques in teaching comprehension.
 Keywords: drama technique, reading comprehension, achievement in reading
Highlights
English Language teachers have recognized the importance of the underlying dynamics of culture in second language communication
Language teaching involves dealing with four basic skills, namely: listening, speaking, reading and writing
Reading comprehension is a process that consists of making predictions, interacting with the text, decoding the meaning embedded in the text (Tortello, 2004), providing the active construction of meaning (Jennings, Caldwell, & Lerner, 2006), and building up schemata in reconstructing the text’s meaning
Summary
English Language teachers have recognized the importance of the underlying dynamics of culture in second language communication. Language teaching involves dealing with four basic skills, namely: listening, speaking, reading and writing. These four basic skills are complementary to one another like a system where fault in one affects the other parts. Of these skills, reading is at the centre of every academic success and acquisition of general literacy. Reading comprehension is a process that consists of making predictions, interacting with the text, decoding the meaning embedded in the text (Tortello, 2004), providing the active construction of meaning (Jennings, Caldwell, & Lerner, 2006), and building up schemata in reconstructing the text’s meaning. Reading comprehension is a process that consists of making predictions, interacting with the text, decoding the meaning embedded in the text (Tortello, 2004), providing the active construction of meaning (Jennings, Caldwell, & Lerner, 2006), and building up schemata in reconstructing the text’s meaning. Cunningham and Stanovich (1997) explain that reading has cognitive consequence that extends beyond its immediate task of lifting memory meaning from a particular passage and provides a very wide avenue for the readers to negotiate meaning as the readers in the light of experiences brought into the reading
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