Effectiveness of Using Creative Mental Images in Teaching Reading Comprehension in Primary Schools in Nigeria

Abstract

The study examined the effectiveness of using creative mental images in teaching reading comprehension in primary schools in Nigeria. A sample of sixty (60) pupils from two primary schools were used (i.e. 30 pupils from each school). A quasi experimental research design was used for the study. Kargi primary school in Kaduna South was used as the experimental group while Katsina Road primary school in Kaduna North was used as the control group. Both groups were pre-tested to establish the homogeneity of the two groups. The two groups were taught reading comprehension for eight (8) weeks. The experimental group was taught reading comprehension using creative mental images, while the control group was taught using the traditional method. Both groups were assessed using reading comprehension test. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of pupils taught reading comprehension using creative mental images. Based on the findings teachers are encouraged to use creative mental images in teaching reading comprehension. This will help to stimulate pupils to create feelings that are vital to making reading comprehension more vivid, exciting, enjoyable and fun. As pupils create mental images individually or in groups, they are able to trigger a wide range of memories and feelings, thus creating movies of the text in their minds. Workshops should be organized for teachers on how to stimulate pupils to create mental images in reading comprehension lessons. Curriculum planners and textbook writers should equally provide creative mental images exercises as part of pupil’s activities in the reading component of the English Language Curriculum for Basic Education.