READERS’ THEATRE TECHNIQUE; RELEVANCE OF NATURE OF CLASS FOR ENHANCING READING SKILLS IN SECONDARY SCHOOLS IN KISUMU COUNTY, KENYA

Abstract

Learners in secondary schools ought to be provided with a learning environment which results in effective reading skills. Nature of class facilitates achievement in reading skills through group work, scaffold, motivation and enacting scripts. This study adopted social constructivism in a quasi-experimental design to establish influence of nature of class on achievement in reading skills in secondary schools. Data was collected from learners, n=205 (experimental groups), n=221 (control groups) and 19 teachers for a period of 8 weeks. Reading skills assessment tests, questionnaires, interviews, focus group discussions were used to collect data. The findings revealed a statistically significant relationship between nature of class and achievement in reading skills with p=0.00. The findings in regard to statistical analysis revealed nature of class had a significant impact on achievement in reading skills and interactive classroom environment would be valuable in the teaching and learning of reading skills. Article visualizations: