ABSTRACT
This study
investigated the Effect of Schema and Inquiry Instructional Approaches on
Students’ Academic Achievement in Reading Comprehension in Imo State. The study
which adopted a quasi-experimental, pretest posttest non-equivalent control
group research design was carried out in three selected public secondary
schools in Imo State. A sample of 130 upper basic II students that offer
Reading Comprehension were drawn from three public secondary schools in the
state using purposive sampling technique. One school each was used for
experimental group and for control group respectively. Data were collected
using a 35-item multiple choice Reading Comprehension Achievement Test (RCAT).
The instrument was subjected to face and content validation by three experts,
one each of Reading Comprehension teacher, Curriculum expert and one expert in
measurement and evaluation. The Instrument was trial tested to other similar
students in a secondary school in another local government of Imo State. The
scores were analyzed using Kuder Richardson (K-R20) formula to
determine the internal consistency which yielded an index of 0.77 indicating
that the instrument was highly reliable. The RCAT was used to collect data for
the Pre-test, and Post-test. Six research questions and six null hypotheses
respectively guided the study. The data collected from the students were
analyzed using mean and standard deviation to answer the research questions,
while the Analysis of Covariance (ANCOVA) was used to test the null-hypotheses
at 0.05 level of significance. The results among others showed that Schema
Theory Approach as well as Inquiry Instructional Approach respectively had
increasing effect on the students’ academic achievement in Reading Comprehension,
having recorded higher mean gain than those in Control group. It also showed
that Inquiry Instructional Approach and Schema Theory Approach had more
increasing effect on the male students’ academic achievement in Reading
Comprehension than on the female students. Based on the findings, the school
principals and senior English teachers should regularly sensitize the young
teachers on the need to use both the Schema Theory and Inquiry Instructional
Approaches in teaching reading comprehension in schools.
OBI, O (2024). Effect of Schema and Inquiry Instructional Approaches on Upper Basic Students' Academic Achievement in Reading Comprehension in Imo State.:- Obi, Promise U. Repository.mouau.edu.ng: Retrieved Sep 07, 2024, from https://repository.mouau.edu.ng/work/view/effect-of-schema-and-inquiry-instructional-approaches-on-upper-basic-students-academic-achievement-in-reading-comprehension-in-imo-state-obi-promise-u-7-2
OBI, OBI. "Effect of Schema and Inquiry Instructional Approaches on Upper Basic Students' Academic Achievement in Reading Comprehension in Imo State.:- Obi, Promise U" Repository.mouau.edu.ng. Repository.mouau.edu.ng, 26 Jul. 2024, https://repository.mouau.edu.ng/work/view/effect-of-schema-and-inquiry-instructional-approaches-on-upper-basic-students-academic-achievement-in-reading-comprehension-in-imo-state-obi-promise-u-7-2. Accessed 07 Sep. 2024.
OBI, OBI. "Effect of Schema and Inquiry Instructional Approaches on Upper Basic Students' Academic Achievement in Reading Comprehension in Imo State.:- Obi, Promise U". Repository.mouau.edu.ng, Repository.mouau.edu.ng, 26 Jul. 2024. Web. 07 Sep. 2024. < https://repository.mouau.edu.ng/work/view/effect-of-schema-and-inquiry-instructional-approaches-on-upper-basic-students-academic-achievement-in-reading-comprehension-in-imo-state-obi-promise-u-7-2 >.
OBI, OBI. "Effect of Schema and Inquiry Instructional Approaches on Upper Basic Students' Academic Achievement in Reading Comprehension in Imo State.:- Obi, Promise U" Repository.mouau.edu.ng (2024). Accessed 07 Sep. 2024. https://repository.mouau.edu.ng/work/view/effect-of-schema-and-inquiry-instructional-approaches-on-upper-basic-students-academic-achievement-in-reading-comprehension-in-imo-state-obi-promise-u-7-2