Assessing English Language Teachers’ Awareness and Application of Reading Comprehension Instructional Strategy in Secondary School in Cross River State, Nigeria
Bassey Effiom,
Alexander Essien Timothy & Nsa Okon
Department of English, School of Languages Cross River State College of Education,
Akamkpa Cross River State, Nigeria
Education Arts Department, University of Calabar, Calabar
basse e tom2015 utlook.com

Abstract
Scholarly researches, Chief Examiners’ reports and results of Senior Secondary School students in external examinations have continued to reflect students’ poor performance in reading ability and comprehension. A cardinal factor for such perennial poor performance is attributable to pedagogy. This paper assessed teachers ’ awareness and application of reading comprehension instructional strategies in senior secondary schools in Calabar Education Zone of Cross River State. A total of62 secondary school teachers from 21 randomly selected schools were used for the study. The instrument for data collection was a questionnaire whose items were constructed based on the two research questions that guided the study while analyses were based on descriptive and inferential statistics, using frequency counts and percentages. The findings revealed that most teachers are unaware of the existence of reading comprehension instructional strategy, and do not commonly use them since they have never been so trained. The study recommended, among others, that tertiary institutions should offer degree programmes in reading to produce specialist teachers, while, as an interim measure,the present crop of English Language and teachers of Literature-in-English should be engaged in reading-based conferences, seminars and workshops.
Keywords: Awareness, application, reading comprehension, instructional strategy.

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