Effects of Instruction in Strategic Reading Awareness Skills on Senior Secondary School Students’ Reading Comprehension in Jos South, Plateau State, Nigeria
Angela Eze and Alex Ekwueme
1Department of Arts & Humanities Education, Abakaliki, Ebonyi State
Federal University, Ndufu-Alike,
The study was conducted to identify the extent to which instruction could improve students’ strategic reading awareness ability to enable them interact meaningfully with comprehension passages. The research adopted a quasi-experimental design, specifically the non-randomized pre-test post—test design. The sample consisted of71 Senior Secondary II (SS2) students drawn from two randomly selected schools in Jos South Local Government Area of Plateau State.The experimental group was taught using the strategies of background knowledge activation,purpose-setting, monitoring understanding, annotation, note making, and evaluation for five weeks. A 25 – item test assessed the strategic reading awareness skills of the students. The data collected were analysed using the independent t-test. The hypotheses of the study were tested at 0.05 level of significance and the results indicated that after intervention, the students developed the awareness of strategic reading skills and could asses reading at the three stages of pre-reading, during reading, and after reading. It was therefore recommended that in every reading comprehension lesson, students ’background knowledge should be activated and they should have a purpose for reading. They should also gain some understanding through the use of pre-reading and post-reading questioning techniques to solve their reading problems, and to learn specific reading materials on their own. This would also develop a generation of critical thinkers who would be able to function adequately in a world that is technically driven.