FACULTY OF EDUCATION

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Subject: search.filters.subject.Reading Comprehension

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    PSYCHO-SOCIAL FACTORS AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN ENGLISH READING COMPREHENSION IN IBADAN, NIGERIA
    (2023) Aiyede, E. I.
    The study investigated self-efficacy, attitude and classroom interaction as correlates of senior secondary students' achievement in English reading comprehension in Ibadan, Oyo State. This study adopted the descriptive research design of correlational type. Ibadan South-West Local Government Area was purposively selected for having the largest number of public secondary schools in Ibadan. Random sampling technique was adopted to select ten (10) public senior secondary schools were randomly selected from Ibadan South- West Local Government Area. A total of300 Senior Secondary School II students were randomly selected 30 from each school. Four instruments were used for data collection: English Reading Comprehension Achievement Test (r=0.79), Questionnaire on Students self-efficacy (r =0.75), Questionnaire on Attitude to reading (r= 0.72) and Questionnaire on Student-Teacher Interaction (r=0.80). Data collected were analysed using descriptive statistics, Pearson Product Moment Correlation and multiple regression at 0.5 level of significance. The results indicated that students' achievement in reading comprehension had positive moderate correlation with students' self- efficacy (r=0.50), students' attitude to reading (r=.47) and student-teacher interaction (r=.42). The joint contribution of the independent variable (F(2.296)~85.19; Adj.R2 =0.18) was significant, accounting for 18.0% of the variance. Students' attitude to reading (f=0.33), students' self-efficacy (f}= 0.28), student- teacher interaction(j3=0.22) made a significant relative contribution to students' achievement. Based on the findings, it is recommended that teachers should take cognisance of these psychosocial factors to improve students' achievement in English reading comprehension.
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    Relationship of phonological awareness and word recognition to comprehension of texts among selected pupils in Ibadan, Oyo State
    (University of Calabar Press, Calabar - Nigeria, 2018-03) Ogunsola, B. A.; Lazarus, K. U.
    This descriptive survey was conducted in Ibadan North Local Government Area of Oyo State. A total of l77 pupils were involved in the study. A multi-stage sampling technique was employed and a self-designed Pupils' Reading inventory war administered to elicit data. Four research questions and two hypotheses were generated and tested. Mean, frequency computation, and KruskaI-Wallis test were the statistics used to analyze the data. The results of the analysis showed that there is a statistically significant difference in the means of the variables at 5% level of significance, thus, leading to the rejection of our H01. Also, the relationship that holds among the independent variables shows positive correlation though there P-value varies. It is therefore argued that reading comprehension and by large comprehension in human communication has its foundation in explicit knowledge of language phonological structure as decoding skills are paramount to effective comprehension. The study revealed that there is dependency relation between phonological awareness. word recognition and reading comprehension to varying levels. On this basis, it was recommended that teachers should therefore endeavour to reinforce pupils' knowledge of the decoding skills of reading to enhance pupils reading performance.