Abstract
Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on students’ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at p
Highlights
One of the challenges facing school system in Nigeria today is that of helping students to read and to become good comprehenders
There is no significant difference in the mean achievement scores of students exposed to instructions in metacognitive strategies on Drill and Practice Video Instructional Mode (DPVIM), Tutorial Video Instructional Mode (TVIM) Interactive Video Instructional Mode (IVIM) and the conventional method in reading comprehension
Ho1: There is no significant difference in the mean achievement scores of students exposed to instruction in metacognitive strategies on Drill and Practice Video Instructional Mode (DPVIM), Tutorial Video Instructional Mode (TVIM), Interactive Video Instructional Mode (IVIM) and conventional method in reading comprehension
Summary
One of the challenges facing school system in Nigeria today is that of helping students to read and to become good comprehenders. They have enormous reading tasks but are less equipped to comprehend such tasks (Eze, 2002) This problem is further compounded by the existence of teachers, especially, at the secondary school level that according to Oyetundc & Muodumogu (1999) would seem not to know what to do to develop reading comprehension skills in students. Many of such teachers lack the necessary methodological base, teaching resources, initiatives, and motivation to guide learners; and their desire to achieve results is minimal
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