CHAPTER ONE

INTRODUCTION

• BACKGROUND TO THE STUDY

English language holds a significant status in Nigeria as a result of the country’s colonial history and its diverse linguistic landscape. Nigeria is a multilingual nation with over 500 languages spoken throughout its territory. English, inherited from British colonial rule, serves as the official language and the lingua franca that bridges communication across ethnic and linguistic boundaries. It is the language of education, government, media, business, and administration, playing a crucial role in national unity and cohesion. English proficiency is highly valued and seen as a marker of social status and educational attainment. It is taught as a core subject in schools and is the medium of instruction in higher education. However, the proficiency levels vary across different regions and among individuals due to factors such as access to quality education, socio-economic background, and exposure to English in daily life (Idris, 2019). In urban areas and among the educated elite, English fluency is generally high, with many Nigerians being bilingual or multilingual, combining English with their indigenous languages. In rural and remote areas, where local languages dominate, English proficiency may be limited. Efforts have been made to promote the use of English as a tool for national development, but there are ongoing debates about the balance between English and indigenous languages in education and cultural preservation. In recent years, there has been a growing recognition of the importance of maintaining and revitalizing indigenous languages alongside English to preserve cultural heritage and promote inclusive education.

The teaching and learning of reading comprehension in senior secondary schools in Nigeria face several challenges. Firstly, there is a lack of emphasis on the development of reading skills and strategies, with a tendency to prioritize content coverage over reading proficiency. Many teachers focus on transmitting information rather than teaching students how to comprehend and critically analyze texts. Secondly, inadequate instructional materials and resources hinder effective reading instruction. Limited access to quality textbooks, libraries, and technology affects students’ exposure to a wide range of reading materials, which is crucial for developing reading comprehension skills. Additionally, Yusuf (2016) opined that the large class sizes common in Nigerian schools make it difficult for teachers to provide personalized attention and feedback to individual students, impeding their progress in reading comprehension. Furthermore, the prevalence of low reading culture among students poses a significant challenge. Factors such as limited access to books, distractions from digital media, and a lack of reading motivation contribute to a decline in reading habits and skills. The use of outdated teaching methods, such as rote learning and memorization, rather than task-based and student-centered approaches, further hampers reading comprehension instruction. Lastly, the language barrier also poses a challenge, as English is the medium of instruction in most senior secondary schools, and students from non-English speaking backgrounds may struggle to comprehend texts written in a language that is not their first language (Nunan, 2013). Addressing these challenges requires a comprehensive approach that includes teacher training in effective reading instruction strategies, improving access to quality reading materials, promoting a reading culture, and implementing student-centered instructional methods that engage learners and develop their reading comprehension skills.

Several effective methods can be employed to enhance the teaching of reading comprehension in senior secondary schools in Nigeria. Firstly, explicit instruction should be provided on reading strategies and skills. Teachers can teach students specific techniques such as predicting, questioning, summarizing, and making inferences to aid their comprehension. These strategies can be modeled and practiced through guided activities, allowing students to apply them independently. Secondly, the use of authentic and diverse reading materials is crucial. Teachers should expose students to a variety of texts, including fiction, non-fiction, newspapers, magazines, and online resources. This exposure broadens students’ vocabulary, knowledge, and understanding of different genres and writing styles (Francis, 2019). Furthermore, teachers should engage students in active reading through task-based activities such as discussions, debates, and group projects. This promotes critical thinking and analysis, enabling students to delve deeper into the text’s meaning. Collaborative learning activities also foster engagement and allow students to learn from their peers. Additionally, technology can be harnessed to aid reading comprehension. Online resources, digital libraries, and educational apps can provide task-based and engaging reading experiences for students. Moreover, teachers should incorporate assessment and feedback as integral components of reading instruction. Regular formative assessments, such as quizzes, comprehension tasks, and discussions, can help identify areas of weakness and guide instructional decisions. Providing timely and constructive feedback helps students improve their reading skills.

Task-based instruction (TBI) is an instructional approach that focuses on the completion of meaningful tasks as the central element of language learning. It emphasizes the use of language in real-world, authentic contexts to develop learners’ communicative competence. TBI adopts a learner-centered approach, where learners actively engage in tasks that reflect real-life situations, such as problem-solving, decision-making, or information-sharing activities (Gowon, 2023). The tasks are designed to be challenging yet achievable, allowing learners to use their existing language knowledge and skills while also pushing them to develop new ones. TBI encourages learners to collaborate and interact with others, promoting the development of both linguistic and socio-cultural competencies. The approach recognizes that language learning occurs through meaningful use and interaction, rather than the explicit teaching of grammar rules or vocabulary lists. It emphasizes the importance of the process rather than the product, focusing on the learners’ engagement and participation rather than solely on accuracy. TBI fosters learner autonomy and motivation as learners take ownership of their learning by setting goals, making decisions, and reflecting on their progress. It also allows for a personalized learning experience, as tasks can be tailored to the learners’ interests, needs, and proficiency levels. In addition, TBI encourages students to develop critical thinking and problem-solving skills as they navigate through authentic tasks that require them to analyze information, evaluate options, and make informed decisions. To Hamza (2014) this approach also promotes collaboration and communication skills, as students often work together to solve problems and share their findings with others. Ultimately, TBI helps students develop the skills they need to succeed in the real world, where critical thinking, problem-solving, and effective communication are essential.

It is in line with the above discussion that this study seeks to make assessment of task-based instruction approach in teaching reading comprehension among senior secondary school students in Bokkos Local Government Area of Plateau State.

1.2 STATEMENT OF THE PROBLEM

In the realm of education, proficient English reading comprehension skills are widely recognized as the cornerstone of academic achievement and future success. For senior secondary school students, this skill is not just essential for excellence in their curriculum but also for effective communication and readiness for the challenges of the globalized world. However, the prevailing scenario paints a bleak picture of the English reading comprehension proficiency among these students.

Ideally, senior secondary school students in Bokkos Local Government Area should possess the ability to comprehend and analyze complex English texts with ease. A strong foundation in reading comprehension empowers them to excel academically, enhances their critical thinking capabilities, and paves the way for future academic and career success.

In stark contrast to this ideal, the current state of English reading comprehension among senior secondary school students in Bokkos Local Government Area is characterized by inadequacy. Many students struggle to grasp the meaning of texts, leading to decreased academic performance and hampered communication skills.

Educators and institutions in the region have made earnest efforts to address this issue. Traditional teaching methods, often centered around rote memorization and passive reading, have been employed with the intention of enhancing reading comprehension.

Despite these well-intentioned efforts, the problem of subpar English reading comprehension skills persists among senior secondary school students in Bokkos Local Government Area.

The ramifications of inadequate reading comprehension skills are multifaceted. Students with limited comprehension abilities not only struggle academically but also find it challenging to communicate effectively. This deficiency not only hampers their academic progress but also limits their career opportunities, hindering their potential for personal and professional growth. Furthermore, it poses a substantial challenge to the overall quality of education in the region.

Recognizing the potential severity of this issue and its long-term impact on students’ lives, there is a pressing need to explore innovative teaching methods. Among these methods, the Task-based instruction approach stands out as a promising alternative. Task-based instruction emphasizes active learning, problem-solving, and critical thinking, which align with the development of strong reading comprehension skills.

While traditional teaching methods have been employed, there is a notable dearth of comprehensive data on the effectiveness of the Task-based instruction approach specifically in the context of English reading comprehension among senior secondary school students in Bokkos Local Government Area. This research endeavor aims to fill this critical knowledge gap by investigating whether the Task-based instruction approach can effectively address the persistent challenge of inadequate reading comprehension skills.

Given the gravity of the challenge posed by insufficient English reading comprehension skills among senior secondary school students in Bokkos Local Government Area and the potential promise offered by the Task-based instruction approach, this research study is embarked upon with the hope of illuminating an effective path forward. The findings of this study are anticipated to inform educational policies and practices, ultimately enhancing the educational experiences and future prospects of the students in the region.

1.3 AIM AND OBJECTIVES OF THE STUDY

This study aims to examine the effectiveness of task-based instruction approach in reading comprehension among Senior Secondary School students in Bokkos Local Government Area. Other specific objectives of the study are:

1. to assess Task-Based Instruction in literal reading comprehension among Senior Secondary School students in Bokkos Local Government Area.
2. to assess Task-Based Instruction in inferential reading comprehension among Senior Secondary School students in Bokkos Local Government Area.

iii. to assess Task-Based Instruction in critical reading comprehension among Senior Secondary School students in Bokkos Local Government Area.

1.4 RESEARCH QUESTIONS

This study presents and answers the following questions:

1. To what extent is Task-Based Instruction effective in literal reading comprehension among Senior Secondary School students in Bokkos Local Government Area?
2. To what extent is Task-Based Instruction effective in inferential reading comprehension among Senior Secondary School students in Bokkos Local Government Area?

iii. To what extent is Task-Based Instruction effective in critical reading comprehension among Senior Secondary School students in Bokkos Local Government Area?

1.5 SIGNIFICANCE OF THE STUDY

The beneficiaries of a study could include various stakeholders within the educational system:

1. Students: The primary beneficiaries of the study would be the Senior Secondary School students in Bokkos Local Government Area. The research aims to evaluate the impact of the Task-based instruction approach on their reading comprehension performance. By implementing this approach, students have the potential to improve their reading skills, enhance their critical thinking abilities, and develop strategies for effective comprehension. Ultimately, the study seeks to benefit students by equipping them with the necessary skills and strategies to succeed in their academic pursuits.
2. Teachers: The study’s findings can also benefit teachers in Bokkos Local Government Area who are involved in teaching reading comprehension. The research provides insights into the effectiveness of the Task-based instruction approach, offering evidence-based guidance on instructional strategies, task design, and assessment methods. Teachers can gain valuable information on how to implement this approach in their classrooms, foster student engagement, and facilitate meaningful learning experiences. The study outcomes can inform professional development opportunities and empower teachers to enhance their instructional practices.

• School Administrators: School administrators, such as principals and education officials, can benefit from the study’s findings to make informed decisions about curriculum development and instructional approaches. The research can provide evidence to support the adoption of the Task-based instruction approach as a pedagogical framework for improving reading comprehension outcomes. Based on the study’s results, administrators can consider implementing changes in teaching methodologies, resource allocation, and teacher training to create a more effective learning environment.

1. Curriculum Developers: The study can also be beneficial for curriculum developers and policymakers involved in designing educational frameworks. The findings can contribute to shaping curriculum guidelines and standards, highlighting the importance of incorporating task-based instruction in reading comprehension curricula. By aligning curriculum objectives with research-based practices, developers can promote the use of effective instructional approaches that enhance students’ reading comprehension abilities.
2. Researchers and Academics: The study’s outcomes can contribute to the existing body of research on task-based instruction and its impact on reading comprehension. Researchers and academics in the field of education can utilize the findings as a basis for further investigations, replication studies, or meta-analyses. The study can provide insights into the effectiveness of the Task-based instruction approach in a specific context, contributing to the broader understanding of instructional strategies and their impact on student performance.

1.6 SCOPE AND DELIMITATION OF THE STUDY

The scope of the study on the assessment of task-based instruction approach in teaching reading comprehension among Senior Secondary School students in Bokkos Local Government Area encompasses a specific geographical area, namely Bokkos Local Government Area. The study focuses on Senior Secondary School students as the target population, specifically examining their reading comprehension performance. The research will investigate the impact of an task-based approach on students’ reading comprehension skills within the given area. The study will focus on 3 levels of reading comprehension which are literal, inferential and critical levels. However, the study is delimited to Senior Secondary School students in Bokkos Local Government Area, excluding students from other educational levels or students outside the specified geographical boundary. Additionally, the study does not explore other factors that may influence reading comprehension performance, such as socio-economic background, prior reading ability, or individual learning differences.