Effect of Comprehension Monitoring Strategy on Achievement of Low–Achieving Students in Reading Comprehension

Adimora; Dorothy Ebere; Nwokenna; Edith Nwakaego; Ogbuanya; Esther Obioma

Volume : III, Issue : VI, June - 2014

Effect of Comprehension Monitoring Strategy on Achievement of Low–Achieving Students in Reading Comprehension

Adimora, Dorothy Ebere, Nwokenna, Edith Nwakaego, Ogbuanya, Esther Obioma

Abstract :

The study investigated the effect of comprehension monitoring strategy on achievement of low-achieving students in reading comprehension. Four research questions and four null hypotheses guided the study. The design of the study was a quasi-experimental non-randomized pretest-posttest control group design involving one experimental group and one control group. The sample is 127 low-achieving senior secondary school class 11(SS11) students from two schools in UzoUwani LGA in Nsukka Education Zone of Enugu State, Nigeria. Two instruments used for the study were a researcher-constructed Test of Comprehension (TOC) in two forms - I and II and a Reading Comprehension Interest Scale (RCIS). These were validated by experts and used for data collection. Mean and standard deviation were used to answer the research questions while analysis of covariance was used to test the hypotheses. Major findings of the study reveal that exposing male and female low-achieving students in the skills associated with comprehension monitoring strategy has a facilitative effect on their reading comprehension achievement. It was recommended among others that teachers should expose the male and female low-achieving students to well planned learning strategy instruction by explaining and demonstrating the strategies that can enable students to read, understand and also solve other academic problems