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Published Article
INSTRUCTIONAL METHODS AND SCHOOL LOCATION AS CORRELATES OF READING COMPREHENSION ACHIEVEMENT OF MALE AND FEMALE STUDENTS IN CROSS RIVER STATE.
ABSTRACT
The study assessed the instructional methods and school location as correlates of reading comprehension achievement of male and female students in Cross River State. This study adopted quasi-experimental design. The research area of this study is Cross River State of Nigeria. The population of this study comprised all 24,573 Senior Secondary II students enrolled in the 300 public secondary schools across River State during the 2024/2025 academic session. The study used a sample size of 723 senior secondary two (SSII) students. The sample was drawn from the area of study using multi-stage sampling techniques. The instrument used for the data collection is the Reading Comprehension Achievement Test (RCAT) adapted by the researcher from the West African Senior School Certificate Examination English Language Question paper. Face and content validation was used. The data collected were used to determine the reliability coefficient using Kuder Richardson 20 (K-R 20) which yielded an index of 0.91, considered reliable. Data collected from the pretest and post test were analyzed with mean, standard deviation and Analysis of Covariance (ANCOVA). Mean was used to answer the research questions, the standard deviation was used to determine the proximity of scores while the hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The study concluded that there is no significant difference in the mean achievement scores of urban and rural students taught comprehension using self-directed instructions strategy and that there is no significant interaction effects of instructional methods and gender of students on their mean achievement scores in comprehension. One of the recommendations made was that English Language teachers should make prepare both the male and female students properly to participate in self-directed instructional strategy.
Keywords: Self-Directed Instructional Strategy, Students’ Comprehension Achievement, School Location, Gender
Ndubuaku Bridget Uche AND Prof. S.N.Agwu
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