IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISIONS STRATEGY ON SENIOR SCHOOL STUDENTS' INTEREST AND ACHIEVEMENT IN READING COMPREHENSION IN MAKURDI AREA OF BENUE STATE
Main Article Content
Abstract
The study investigated the impact of Student Teams Achievement Divisions (STAD) strategy on senior school students’ interest and achievement in reading comprehension in Makurdi area of Benue State. The design for the study was Quasi-experimental pre-test, post-test design. Four research objectives are developed; while four research questions and four hypotheses are tested. The research questions are answered using mean and standard deviation while the null hypotheses are tested using ANCOVA at 0.05 level of significance. Population of the study is 15,200 male and female students in the 2021/2022 academic session from 311 public secondary schools in Makurdi, Benue state – Nigeria. Multiple stage sampling technique is used; the sample size is 132 males and female senior secondary II students from 4 senior secondary schools in Makurdi local government area of Benue state – Nigeria. The findings show STAD strategy has significant effect on students’ mean interest ratings in reading comprehension (f = 7.07; p = 0.00 < 0.05). STAD strategy has significant effect on students reading comprehension achievement (f = 19.64; p = 0.00 < 0.05). There is no significant effect in male and female students’ mean interest ratings taught reading comprehension using STAD strategy (f = 3.40; p = -06 > 0.05). And there is no significant effect in male and female students’ reading comprehension achievement scores taught using STAD strategy (f = 0.01; p = 0.89 > 0.05). It is concluded that STAD strategy enhances students’ interest and achievement in reading comprehension. And also addresses gender differences among learners. The researchers recommend that teachers should use STAD strategy, stakeholders in education on their part are encouraged to promote the use of STAD strategy at all levels of education and regularly organise symposium, seminars, workshops and refresher trainings to keep teachers abreast of effective teaching methods/strategies of teaching.
Downloads
Article Details
References
Agbo, I. I., Kadiri, C. C. % Ekwueme, J. (2029). Investigating the impediments to reading comprehension in Junior Secondary Schools: Evidence from JSS II students in Nsukka Metropolis. Advances in Language and Literary Studies 10(2). 143 – 151.
Agustini, N. M. S., Marhaeni, A. A. I. N. & Suarnajaya, I. W. (2013). The effect of cooperative learning techniques and students’ attitude on the reading comprehension of the eleventh grade students of Sman 1 kediri. e-Journal Program, 1(1).
Amadi, J. C., (2018). Effects of two phonics instructional methods on primary school pupils’ reading. (Unpublished doctoral dissertation). University of Nigeria, Nsuka.
Araromi, M. O. & Olatubosun, O. C. (2018). Students’ reading-related factors as predictors of achievement in English reading comprehension in Lagelu Local Government Area, Oyo State, Nigeria. European Journal of Education Studies, 5(7), 188 – 201.
Arua, E.A. (2009). Reading comprehension skills for college and university students. Centre of Excellence.
Autat, I. K., Ibrahim, M. A. & Ayeace, J. K. (2023). Teaching reading comprehension at secondary school level of education: An exploration of its impact and problem in classroom delivery. International Journal of Multidisciplinary Research (UJFMR), 5(1), 1-7.
Ay, S., & SenBartan, O. (2012). The effect of topic interest and gender on reading text types in a second language. The Reading Matrix, 12(1) 62 – 79.
Deutsch, M. (1949). A theory of cooperation and completion. Human Relations, 2, 129-152. https://doi.org/10.1177/001872674900200204
Eastern Washington University, (2022). The impact of reading comprehension on learning. Retrieved on 29/10/2024 from Learning is Aided by Reading Comprehension
Emaikwu, S. O. (2021). Proposal seminar. Organized by the Faculty of Agricultural Science Education. Department of Educational Foundations and General Studies (EFOGENS). Joseph Sawuan Tarka University, Makurdi on Tuesday, 10th August, 2021.
Endah, S., Thahar, H. E. & Asri, Y. C. (2018). The contribution of reading interest on literature and reading comprehension toward students’ ability in writing fantasy story. International Conference on Education; Social Sciences and Technology, 955 – 960 DOI:https://doi.org/10.29210/2018/137. Retrieved on 20/01/2021 from http://icesst.fipunp.acid
Englishclub (2024). The 4 language skills. Retrieved on 14/03/2024 from https://englishclub.com/learn-english/language-skills.php
Federal Ministry of Education (2021, July 21). Nigeria Digest of Education. Retrieved on 20/10/2020 from https://education.gov.ng/Nigeria-digest-of-education-statistics/
Glomo-Narzoles, D. T. (2015). Student Teams-Achievement Division (STAD): Its effect on the academic performance of EFL learners. American Research Journal of English and Literature, 1(4), ISSN 2378 – 9026. Retrieved on 20/10/2019 from https://www.arjonline.org/papers/arjel/v1-j4/1/pdf
Husni, M. & Nina, S. (2018). Examining the impact of teaching strategies and reading habits on students’ reading comprehension. Lensa:Kajian Kabahasaan, Kesusastran, den Budaya, 8(2), 189 – 202. DOI: http://dol:org/10.26714/lensa.8.2.2018.189-202. Retrieved on 10/09/2019 from http://journal.unimus.ac.id/index.phd/lensa.
Kahu, E., & Nelson, K. (2017). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development. 1-14. https://.doi.org/ 10.1080/07294360.2017.1344197.
Kahu, E., Nelson, K., & Picton, C. (2017). Student interest as a key driver of engagement for first year students. Student Success, 8(2), 55-66. https://doi.org/ 10.5204/ssj.v8i2.379
Mlakar, H. (2020). Linguistic factors influencing L2 reading comprehension. In G. Mehegan & M. Wilson (Eds.), Literacy without borders. Engaging literacy learners in diverse settings (pp. 166-185). Dublin: Eden Print Ltd
Nigeria Educational Research and Development Council (NERDC) (2009). (F.M.E) Lagos, Nigeria.
Oda, A. H. (2018). The relationship between gender and reading comprehension of college level. Journal of Basrah Research – The Humanities Sciences. Vol. 43(6). 436 – 442.
Oda, A. H. & Abdul-Kadhim, M. R. (2017). The Relationship between Gender and Reading Comprehension at College Level. Journal of Basrah Research The Humanities Sciences, 42(6), 426 – 442. Retrieved on 19/10/2019 from http://www.researchgate.net/publication/328266024
Piaget, J. (1926). The language and thought of the child. London: Routledge and Kegan Paul.
Pilongo, J. H. B., Miolo, S., Sambouw, E. L. and Luwiti, S.
R. N. (2023). TRANS-KATA Journal of Language, Literature, Culture and Education, 4(2), 23 – 35.
Rutzler, S. (2020). Importance of teaching comprehension. Mathgenie makes Math fun. Retrieved on 29/08/2021 from www.mathgenie.com/blog/importance-of-reading-comprehension
Salvin, R. E. (1995). Cooperative learning: Theory, Research and Practice. Allyn and Bacon. ISBN 978-0-205-15630-6
Simon & Simon, (2023). What are the 4 basic language skills? Retrieved on 14/03/2024 from https://www.simonandsimon.co.uk/blog/what-are-the-4-basic-language-skillsM-test=thefourbasiclanguageskillsandlisteningskills%2cwritingskillsbutalsotolistencarefully
Trochim, W. M. K. (2020). The research knowledge base. Retrieved on 14/05/2020 from http://conjointly.com/kb/
Ugwu, E. O. (2019). Effect of Student Teams Achievement Divisions and Think-Pair-Share on students achievement in reading comprehension. AJOTE. African Journal of Teacher Education, 8(1), 218-237. ISSN .1916-7822.
Williams, D. (1990). English language teaching: An integrated approach. Ibadan. Spetrum, Safari Books Plc.
Willingham, D. T. (2017). The reading mind: A cognitive approach to understanding how the mind reads. San Francisco: Jossey-Bass
Yaduvanshi, S. & Singh, S. (2019). Effect of cooperative learning strategies on students’ achievement in Biology at secondary level and gender role to address gender issues. Asia Pacific Journal of Multidisciplinary Research, 6(2), 26 – 35. P-ISSN: 2350 – 7756. E-ISSN: 2350-8442.
Zare, P. & Othman, M. (2013). The relationship between reading comprehension and reading strategy use among Malaysia ESL learners. International Journal of Humanities and Social Science, 3(13), 187 – 193.