Impact Of Using Joint Productive Activity Approach On Second Language Learners’ Performance In Reading Comprehension At The Basic Education Level In Nigeria

Hanna Onyi Yusuf

doi:10.7575/aiac.alls.v.4n.1p.51

Abstract

This study investigated the impact of using joint productive activity on the performance of second language learners in reading comprehension at the basic education level in Nigeria. A sample of forty (40) Junior Secondary II students from Kaduna North and South were used for the study. The study was quasi experimental. Government Junior Secondary School Doka was used as the experimental group while Government Junior Secondary School Makera was used as the control group. Both groups were assessed after six weeks of teaching using two reading comprehension 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 joint productive activity. Based on the findings teachers are encouraged to use joint productive activities in teaching reading comprehension. This is a positive deviation from the traditional practice in Nigeria where a teacher is regarded as the sole custodian of knowledge and students are empty tabula rasa who should be passive during class teaching. Teachers need to exploit this new approach by designing teaching comprehension activities that will require second language learners’ collaboration and active participation in accomplishing tasks jointly in class with the teacher.

Highlights

This study investigated the impact of using joint productive activity on the performance of second language learners in reading comprehension at the basic education level in Nigeria
Based on the empirical evidence presented, the joint productive activity (JPA) group has gained more than the conventional group
The performance of second language learners in reading comprehension using joint productive activity approach was greatly enhanced and improved. This researcher joins other researchers like Doherty and Pinal (2002), Doherty, Hilberg, Epaloose and Tharp (2002) in saying that the use of Joint Productive Activity is a positive deviation from the traditional practice where a teacher is regarded as the sole custodian of knowledge and students are merely regarded as empty “tabula rasa” or “clean slates” waiting to be written on

Summary

Introduction

This study investigated the impact of using joint productive activity on the performance of second language learners in reading comprehension at the basic education level in Nigeria. Research figures are hardly needed to demonstrate that most primary and secondary school students in Nigeria cannot read with adequate comprehension. These inadequacies are clear in their inability to cope with the texts provided for them; they indicate their limitations by their failures in the final written examinations. These factors include, according to Odumuh (1997), lack of qualified teachers, poor classroom condition, lack of adequate materials, large class size and little or no encouragement from parents, home, teacher and peer group

Methods

Findings

Discussion

Conclusion