The Effect of Using Instructional Conversation Method in Teaching Reading Comprehension in Selected Junior Secondary Schools in Kaduna Metropolis

Abstract

This study was designed to compare the effectiveness of the instructional conversation and the vocabulary methods in teaching reading comprehension in Junior Secondary Schools. The population for the study comprised all the Junior Secondary Schools in Kaduna State. The schools randomly selected within Kaduna metropolis were used for the study. The study was quasi experimental. G.S.S. U/Rimi was used as the treatment group, while G.S.S. Sabon Tasha was used for the control group. Both groups were assessed after six weeks of teaching, using three different reading assessment instruments namely cloze, word recognition and retelling 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 Instructional Conversation method. The study further revealed that students from both groups made appreciable gain in the pre-test. Based on these findings, teachers are encouraged to adopt a thematic integrated approach (i. e combining the salient features of the instructional conversation method and the vocabulary method) since both methods could complement each other, if effectively used.