This study examined the influence of side-reading questioning strategy on polytechnic students’ summary writing performance in Kaduna polytechnic Kaduna State, Nigeria. The objectives of this study were to examine the: (i) general performance of polytechnic students’ performance in summary writing; (ii) effect of SRQ on polytechnic students’ performance in summary writing; (iii) influence of gender. A two-group pre-test post-test quasi-experimental design was adopted for this study. The population consisted of all National Diploma II in Kaduna Polytechnic. Two departments were sampled using multi-stage sampling technique. The sample was categorised into one experimental group and one control group. A total number of 100 polytechnic students (NDII) were sampled. English Reading Comprehension Performance Test (ERCPT) was used to collect data from the respondents. The test items were adapted from English language and Communication texts and validated by language experts. The reliability of the instrument was carried out through test re-test method in an interval of two weeks and a reliability index of 0.72 was obtained using Pearson Product Moment Correlation (PPMC). The data were analysed using the percentage, mean, standard deviation, and analysis of co-variance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that: (i) the general performance of polytechnic students in summary writing (both the experimental and control groups) was low before the treatment but high after the treatment; (ii) that side-reading questions significantly reawakening polytechnic students’ summary writing performance; (iv) that there is no significant effect of SRQ on polytechnic students’ summary writing performance on the bases of gender. The study concluded that SRQ add value to students’ summary writing performance. The implication is that this strategy have significant effect on polytechnic students summary performance. The study recommended that teachers should employ the use of SRQ strategy for teaching reading to enhance students’ comprehension and summary writing performance.
| Published in | International Journal of Literature and Arts (Volume 10, Issue 2) |
| DOI | 10.11648/j.ijla.20221002.18 |
| Page(s) | 127-133 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Reading, Comprehension, Summary Writing, Accepted, Rejected, Inconclusive
| [1] | Ajaja, O. P. (2011). Concept-mapping as a study skill: Effect on students’ achievement in Biology. International Journal of Science Education, 3, 1, 49-57. |
| [2] | Ajideh, P. (2006). Schema theory-based consideration on pre-reading activities in English for Specific Purpose (ESP). Asian EFL Journal. Retrieved from http://www.asian-efl-journal.com/November2006_vol16_Art2-PDF. 16, 2, 41-48. |
| [3] | Barbara, V. S. (2011). English language and composition (3rdEd). Retrieved from http://www.cliffnotes.com/section/article/htm/. |
| [4] | Cain, K., Oakhill, J. & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability and component skills. Journal of Educational Psychology, 96, 671-681. |
| [5] | Carrier, K. A. (2003) Improving high school English learners’ second language listening through strategy instruction. Bilingual Research Journal, 27, 3, 385-408. |
| [6] | Charles, P. (2007). Reading ability: Lexical quality to comprehension. Journal of Scientific Studies of Reading, II, 4, 357-383. |
| [7] | Duke, N. K. & Pearson, P. D. (2002). Effective practices for developing comprehension. In a Farstrup A. & Samuels S. (Eds.). What research says about reading instruction? (3rd Edition). Newark, DE: International Reading Association. 205-242. |
| [8] | Iliyas, R. A. &Lawal, S. (2016). A synchronous study of listening awareness of students of tertiary institutions in Kwara State, Nigeria. English and Linguistics Association, 17, 1, 220-234. |
| [9] | Karron, G. L. (2004). Developing questioning skills: A publication of centre for teaching effectiveness. The University of Texan of Austin in Teachers and Students Sourcebook, 5, 1-7. |
| [10] | Kei Mihara. (2011). Effect of pre-reading strategies on EFL/ESL reading comprehension. In TESL Canada Journal/Revue TESL Du Canada, 51, 28, 2. |
| [11] | Kristie, O. B. (2007). The effects of pre-reading strategies on the comprehension of culturally in familiar texts for adolescent English language learners. Hamline University Saint Paul, Minnesota. |
| [12] | Lawal, S. (2019). Pre-reading and during-reading questions as predictors of reading comprehension achievement of Nigerian senior secondary schools (Unpublished Ph.D. Thesis), University of Ilorin, Ilorin, Nigeria. |
| [13] | Muhammed, S. B. (2016). Comparative effects of medicated instructional techniques on senior secondary school students’ performance in vocabulary in Kwara State, Nigeria. (Unpublished Ph.D. Thesis), University of Ilorin, Ilorin, Nigeria. |
| [14] | Ofodu, G. O. (2010). Comparative effect of two cooperative instructional methods on reading comprehension performance of secondary school students in Ekiti State, Nigeria.(Unpublished Ph.D. Thesis), University of Ilorin, Ilorin, Nigeria. |
| [15] | Ogunleye A. G. (2008). Inter-relationship among senior secondary school students’ attitude to motivation and performance in English language in Kaduna, Nigeria. Unpublished M. Ed. Dissertation), University of Ilorin, Ilorin, Nigeria. |
| [16] | Onukaogu, C. E. (2002). Developing reading skills. In Mansaray & Osokoya (Eds.), Curriculum development the turn of the century: The Nigeria experience. Ibadan: University of Ibadan. |
| [17] | Perfetti, C. A. (2007). Reading ability: Lexical quality to comprehension. Scientific studies of reading, 11, 357-383. |
| [18] | Popoola, A. (2015). Gender differences in reading strategic use among ESL college students. Journal of College Reading and Learning. |
| [19] | Tiffany, H. B., Mindy, S. B., Laura, A. J. & Kate, C. (2011). Increasing higher level language skills to improve reading comprehension: Special education and communication disorders. Faculty Publication on Exceptional Children, 44, 3, 1-20. |
| [20] | Tunde-Awe, B. M. (2012). Inter-relationships of reading attitudes, television habit and reading comprehension performance of secondary school studentsin Kwara State, Nigeria. (Unpublished Ph.D. Thesis), University of Ilorin Nigeria. |
| [21] | Zucker, T. A., Justice, L. M., Piasta, S. B. & Kaderavek, J. N. (2010). Preschool teachers’ literal and inferential questions and children’s responses during whole-class shared reading. Early Childhood Research Quarterly, 25, 65-83. |
APA Style
Safi Lawal, Amina Ahman. (2022). Experimenting Side-Reading Questionning Strategy in Reawkening Nigerian Polytechnic Students’ Summary Writing Performance. International Journal of Literature and Arts, 10(2), 127-133. https://doi.org/10.11648/j.ijla.20221002.18
ACS Style
Safi Lawal; Amina Ahman. Experimenting Side-Reading Questionning Strategy in Reawkening Nigerian Polytechnic Students’ Summary Writing Performance. Int. J. Lit. Arts 2022, 10(2), 127-133. doi: 10.11648/j.ijla.20221002.18
AMA Style
Safi Lawal, Amina Ahman. Experimenting Side-Reading Questionning Strategy in Reawkening Nigerian Polytechnic Students’ Summary Writing Performance. Int J Lit Arts. 2022;10(2):127-133. doi: 10.11648/j.ijla.20221002.18
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijla.20221002.18,
author = {Safi Lawal and Amina Ahman},
title = {Experimenting Side-Reading Questionning Strategy in Reawkening Nigerian Polytechnic Students’ Summary Writing Performance},
journal = {International Journal of Literature and Arts},
volume = {10},
number = {2},
pages = {127-133},
doi = {10.11648/j.ijla.20221002.18},
url = {https://doi.org/10.11648/j.ijla.20221002.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.20221002.18},
abstract = {This study examined the influence of side-reading questioning strategy on polytechnic students’ summary writing performance in Kaduna polytechnic Kaduna State, Nigeria. The objectives of this study were to examine the: (i) general performance of polytechnic students’ performance in summary writing; (ii) effect of SRQ on polytechnic students’ performance in summary writing; (iii) influence of gender. A two-group pre-test post-test quasi-experimental design was adopted for this study. The population consisted of all National Diploma II in Kaduna Polytechnic. Two departments were sampled using multi-stage sampling technique. The sample was categorised into one experimental group and one control group. A total number of 100 polytechnic students (NDII) were sampled. English Reading Comprehension Performance Test (ERCPT) was used to collect data from the respondents. The test items were adapted from English language and Communication texts and validated by language experts. The reliability of the instrument was carried out through test re-test method in an interval of two weeks and a reliability index of 0.72 was obtained using Pearson Product Moment Correlation (PPMC). The data were analysed using the percentage, mean, standard deviation, and analysis of co-variance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that: (i) the general performance of polytechnic students in summary writing (both the experimental and control groups) was low before the treatment but high after the treatment; (ii) that side-reading questions significantly reawakening polytechnic students’ summary writing performance; (iv) that there is no significant effect of SRQ on polytechnic students’ summary writing performance on the bases of gender. The study concluded that SRQ add value to students’ summary writing performance. The implication is that this strategy have significant effect on polytechnic students summary performance. The study recommended that teachers should employ the use of SRQ strategy for teaching reading to enhance students’ comprehension and summary writing performance.},
year = {2022}
}
TY - JOUR T1 - Experimenting Side-Reading Questionning Strategy in Reawkening Nigerian Polytechnic Students’ Summary Writing Performance AU - Safi Lawal AU - Amina Ahman Y1 - 2022/04/22 PY - 2022 N1 - https://doi.org/10.11648/j.ijla.20221002.18 DO - 10.11648/j.ijla.20221002.18 T2 - International Journal of Literature and Arts JF - International Journal of Literature and Arts JO - International Journal of Literature and Arts SP - 127 EP - 133 PB - Science Publishing Group SN - 2331-057X UR - https://doi.org/10.11648/j.ijla.20221002.18 AB - This study examined the influence of side-reading questioning strategy on polytechnic students’ summary writing performance in Kaduna polytechnic Kaduna State, Nigeria. The objectives of this study were to examine the: (i) general performance of polytechnic students’ performance in summary writing; (ii) effect of SRQ on polytechnic students’ performance in summary writing; (iii) influence of gender. A two-group pre-test post-test quasi-experimental design was adopted for this study. The population consisted of all National Diploma II in Kaduna Polytechnic. Two departments were sampled using multi-stage sampling technique. The sample was categorised into one experimental group and one control group. A total number of 100 polytechnic students (NDII) were sampled. English Reading Comprehension Performance Test (ERCPT) was used to collect data from the respondents. The test items were adapted from English language and Communication texts and validated by language experts. The reliability of the instrument was carried out through test re-test method in an interval of two weeks and a reliability index of 0.72 was obtained using Pearson Product Moment Correlation (PPMC). The data were analysed using the percentage, mean, standard deviation, and analysis of co-variance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that: (i) the general performance of polytechnic students in summary writing (both the experimental and control groups) was low before the treatment but high after the treatment; (ii) that side-reading questions significantly reawakening polytechnic students’ summary writing performance; (iv) that there is no significant effect of SRQ on polytechnic students’ summary writing performance on the bases of gender. The study concluded that SRQ add value to students’ summary writing performance. The implication is that this strategy have significant effect on polytechnic students summary performance. The study recommended that teachers should employ the use of SRQ strategy for teaching reading to enhance students’ comprehension and summary writing performance. VL - 10 IS - 2 ER -
Email: