WELCOME TO KENTERPRO:
COMPARISON OF TEACHER-CENTERED AND STUDENTS-CENTERED METHODS OF TEACHING READING COMPREHENSION AND THEIR IMPLICATION ON THEIR PERFORMANCE IN SHENDAM LOCAL GOVERNMENT AREA

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Reading is a cognitive process that involves the interaction of various skills, leading to the comprehension and interpretation of written text. At its core, reading is the ability to decode written symbols and transform them into meaningful information, allowing individuals to access a wealth of knowledge, ideas, and perspectives. This intricate process encompasses both bottom-up processes, such as decoding individual letters and words, and top-down processes, which involve using background knowledge and contextual clues to infer meaning. Reading is not a one-way process but a dynamic interaction between the reader’s prior knowledge, the text’s content, and the cognitive processes that bridge the gap between them. This model emphasizes the reader’s active role in constructing meaning from the text, highlighting the importance of comprehension rather than mere word recognition.

Reading comprehension refers to the intricate cognitive process through which individuals construct meaning from written text, structure, and context. It encompasses the capacity to decode and recognize words while simultaneously understanding their semantic significance, syntactic relationships, and the overall narrative or informational framework of the text. Reading comprehension also involves the integration of prior knowledge and background information within the textual content to derive a coherent interpretation. According to Okunade (2021, p.11) “to read requires not only the extraction of explicit information but also the ability to infer implicit meanings, draw connections, make predictions, and critically evaluate the text’s credibility and logical coherence.” Effective reading involves a dynamic interaction between bottom-up processes, such as word recognition and syntax, and top-down processes, including schema activation, strategic reading skills, all contribute to the reader’s holistic understanding of the text’s intended message and underlying concepts.

Reading comprehension encompass a range of abilities that enable a reader to understand and extract meaning from written texts. According to Nwachukwu (2021, p.31) “the skills include identifying main ideas, which involves recognizing the central concepts or themes that the author conveys.” In addition, the reader must adapt to identifying supporting details which are the specific pieces of information that clarify the main ideas. Summarization is another critical skill, requiring readers to condense the key points of a passage or text into a concise and coherent summary. Retelling involves the ability to recount the main events or ideas of a text using one’s own words, demonstrating comprehension and interpretation. Lastly, making notes entails the practice of recording relevant information, insights, or questions while reading, aiding in comprehension and future reference. Possessing these reading comprehension skills equips individuals with the tools to engage with texts critically, extract meaning, and deepen their overall understanding.

The importance of reading comprehension in education cannot be overemphasized. Reading comprehension stands as a cornerstone of education and personal development, offering a multitude of benefits that extend across various domains. At its core, proficient reading comprehension empowers individuals to access a diverse range of information, from academic textbooks to news articles, literature, research papers, and online resources. According to Basila and Jajua (2019, p.32) this ability fosters lifelong learning by enabling individuals to stay informed about current events, trends, and advancements in their fields of interest. Moreover, reading comprehension facilitates the acquisition of knowledge across disciplines, allowing individuals to expand their horizons and cultivate a well-rounded perspective. In an educational context, reading comprehension is crucial for academic success. It not only supports the acquisition of subject-specific knowledge but also enhances critical thinking skills. Proficient readers engage in analytical thinking, evaluating arguments, identifying biases, and assessing the credibility of sources. These skills are essential not only for academic tasks but also for making informed decisions in everyday life.

Reading comprehension plays a pivotal role in enhancing cognitive abilities and communication skills. Engaging with complex texts requires readers to process intricate language structures, new vocabulary, and abstract concepts. This mental exercise strengthens vocabulary development, language fluency, and syntactic awareness. Moreover, reading comprehension fosters critical thinking and problem-solving skills by prompting readers to analyze, synthesize, and interpret information from various sources, contributing to a more well-rounded intellectual capacity. Effective reading comprehension also correlates with improved communication skills. Through exposure to well-constructed sentences, diverse writing styles, and different perspectives, individuals develop a greater command of language, enabling them to articulate their thoughts more clearly and persuasively (Menakaya, Muazu & Mbegbu, 2022). This proficiency in communication extends to both written and spoken forms, enhancing the ability to convey complex ideas, engage in meaningful discussions, and participate actively in professional and social interactions. The importance of reading comprehension cannot be overstated, as it serves as a catalyst for personal growth, intellectual enrichment, and effective communication in an increasingly information-driven world.

The state of teaching reading comprehension in secondary schools in Nigeria is marked by a combination of challenges and efforts to improve literacy skills among students. While reading comprehension is a fundamental skill crucial for academic success and overall cognitive development, several factors contribute to the complexities faced in Nigerian secondary schools. Limited access to quality educational resources, including up-to-date textbooks, reading materials, and technology, hinders the ability to provide students with diverse and engaging texts that promote effective comprehension. According to Omovie and Kpangban (2023) this is exacerbated by inadequate infrastructure, particularly in rural areas, where schools may lack libraries, conducive learning environments, and necessary facilities to support reading-focused activities. Furthermore, the shortage of qualified and well-trained teachers who specialize in literacy instruction presents a significant obstacle. Many educators may not possess the necessary pedagogical knowledge and strategies to teach reading comprehension effectively, leading to a lack of systematic instruction and appropriate guidance for students. The curriculum’s focus on examination-oriented approaches often prioritizes rote memorization over the development of critical thinking and analytical skills required for proficient reading comprehension. This results in a narrow approach to learning that fails to foster a deep understanding of texts.

Efforts to address these challenges have been put in place in Nigeria as the government, non-governmental organizations, and international partners acknowledge the significance of improving literacy rates and reading comprehension. Initiatives like teacher training, interactive curriculum reforms, and distribution of reading materials aim to enhance reading instruction. Collaborative endeavors involving educators, parents, and communities are essential in fostering a reading culture. While challenges persist in teaching reading in Nigerian secondary schools, ongoing initiatives focusing on infrastructure, teacher training, curriculum enhancement, and community involvement are crucial for nurturing strong reading comprehension skills. According Sinaga and Manik (2021).these efforts involve specialized training for educators in interactive reading methods and comprehension strategies, adapting curricula to prioritize literacy across subjects with culturally relevant materials, fostering a reading ethos through book clubs and storytelling, targeted early interventions for foundational skills, technology integration for engagement, continuous assessment and inclusive practices, parent and community participation through workshops and mentorship, and collaborative research for evidence-based improvements. Ultimately, a holistic strategy involving teacher development, curriculum refinement, and societal engagement is pivotal in equipping students with robust reading abilities for lifelong learning success.

In contrast, in a learner-centered classroom, students are actively learning and they have greater input into what they learn, how they learn it, and when they learn it. This means that students take responsibility of their own learning and are directly involved in the learning process. Learner-centered teaching style focuses on how students learn instead of how teachers taught (Weimer, 2002, and Wohlfarth, Shehu & Hassan, 2008). In a learner-centered classroom, teachers abandoned lecture notes and power point presentations for a more active, engaging, collaborative style of teaching (Wohlfarth et.al, 2008).

Language education has metamorphosed through a long process of innovation though characterized with criticisms of worn-out method of teaching and learning. Nwogu and Nwoke (2002) are quick to say that no single method should be discarded because a particular method cannot solve the problem of language teaching and each is commendable. Moreover, the students are surrounded by technology through the commonest devise of handsets and laptops which make communication global.

            Therefore, in the 21^st century, the students’ needs are paramount. Gone were the days when emphasis was placed on learning the language alone. The current English language learning is more productive and closely link to national development. The imparting of knowledge is economy-based with instructions directed to skills they need to function effectively and communicate with the knowledge learnt.

            To achieve this, the student-centred method is adjudged the most suitable to the development of individuals (Idogho, 2016). This reason is because learners are given the opportunity to assume different roles similar to what is practiced in different sectors of the economy. In the 21^st century, the skills the language teacher is expected to develop in learners must be geared towards critical thinking, creativity, communication, computer-based activities and collaboration.On the contrary, the teacher-centred method of teaching English features the teacher as the master and controller of instruction and skills inside the classroom. The learners are passive participants and always waiting for instructions and answers given by the teacher.

In contrast, in a learner-centered classroom, students are actively learning and they have greater input into what they learn, how they learn it, and when they learn it. This means that students take responsibility of their own learning and are directly involved in the learning process. Learner-centered teaching style focuses on how students learn instead of how teachers teach (Weimer, 2002, and Wohlfarth et.al, 2008). In a learner-centered classroom, teachers abandoned lecture notes and power point presentations for a more active, engaging, collaborative style of teaching (Wohlfarth et.al, 2008).

It is in the light of the above discussion that this study seeks to evaluate the teacher-centered method and students-centered method of teaching reading and its implications on SS II students’ performance in Shendam Local Government Area of Plateau State.

1.2 Statement of the Problem

SS II students in Shendam LGA face challenges in understanding comprehension texts and that which affect their overall academic performance. Some students struggle to grasp the content, leading to lower grades, reduced motivation and that potentially hinders their future educational and professional prospects.

There is a growing belief that a change in teaching approach, either towards a more teacher-centered or learner-centered method, could significantly impact students’ reading comprehension abilities. It is imperative to investigate this issue, as it directly affects the educational outcomes and prospects of SS II students in Shendam LGA.

While various teaching methods exist for improving reading comprehension, there is a lack of specific research that evaluates the outcomes of teacher-centered and learner-centered approaches on SS II students in Shendam LGA. Existing literature mostly focuses on broader educational contexts or different grade levels. It is essential to understand which method is more effective in this specific setting, taking into account the unique challenges and needs of SS II students.

In light of the foregoing, this research aims to bridge the existing gap in knowledge by conducting a comprehensive comparison of teacher-centered and learner-centered methods of teaching reading comprehension among SS II students in Shendam LGA. The findings will provide valuable insights into the most effective approach, thereby offering guidance to educators, school administrators, and policymakers in enhancing the educational experiences and outcomes of these students.

1.3 Purpose of the Study

The main purpose of this study is to compare the teacher-centered and learner-centered method of teaching reading and its implications on SS II students’ performance of Shendam Local Government Area in Plateau State.

1. determine the effects of the learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in identifying main ideas in pre-test and post-test.
2. measure the effects of learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in identifying supporting details in pre-test and post-test.
3. find out the effects of learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in summarizing ideas in pre-test and post-test.
4. determine the effects of learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in answering reading comprehension questions in pre-test and post-test.
5. determine the effects of learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in making notes in pre-test and post-test.

1.4 Research Questions

            The following questions have been raised to guide the study:

1. What are the effects of the learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in identifying main ideas in pre-test and post-test?
2. How does the learner-centred and teacher-centred methods impact SS II students’ achievement in reading comprehension in identifying supporting details in pre-test and post-test?
3. What are the effects of the learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in summarizing idea in pre-test and post-test?
4. How does the learner-centred and teacher-centred methods influence SS II students’ achievement in answering reading comprehension questions in pre-test and post-test?
5. What are the effects of the learner-centred and teacher-centred methods on SS II students’ achievement in reading comprehension in making notes in pre-test and post-test?Top of Form

1.5 Significance of the Study

The significance of this research cannot be overemphasized especially now that the world has become global village. For our nation to compete favourably with the wider world an adequate English teaching method needs to be adopted for the betterment of our students’ performance in reading. Therefore this research shall be of benefit to teachers, curriculum planners, government and students who are the centre of this research.

To the curriculum planners, the findings of this research will indicate loopholes in their curriculum design. Therefore they will come to know that the teaching method is a contributory factor to the under achievement of students in reading, hence they will advocate for a change in teaching method.

Teachers of English who are the mediators between the curriculum planners will benefit from this research as it will serve as an eye opener to the importance of using a good method to make English reading interesting and comprehensible among students.

Government who are the purse string of education will benefit from this study and they will make provision of adequate instructional materials and facilities for every school, if possible. PTA and proprietors in private schools will also do same in their various private schools.

Students who are at the centre of this research will benefit because the measures taken by the teachers, the curriculum planners and government, will be to their benefit. Hence this will drastically improve their performance in reading.

Finally, this study when completed will serve as a reference material to future researchers who will want to carry out research in the future in the same field.

1.6 Scope/Delimitation of the Study

This study compares the teacher-centered and learner-centered method of teaching reading and their implications on SS II students’ performance. The study is limited to four selected senior secondary schools in Shendam Local Government Area of Plateau State. These are two public and two private secondary schools. However, despite the fact that the study is limited to the selected schools and local government area, the findings can be applicable to other parts of the State and country at large. This is to say that the recommendations can be useful to other parts of the country.

1.7 Operational Definition of Terms

Effect: A change which is as a result or consequence of an action or other cause.

Teaching: Is the act, practice or profession of a teacher which shapes one’s thought and action through giving instructions and or performing practices.

Learning: Learning is the act of acquiring new or modifying and reinforcing existing knowledge, behaviours, skills and values or it is a skill or knowledge acquired by instruction or study.

Students’ Academic Performance: This is the outcome or achievements of students after being exposed to instructions through various teaching methods by a teacher.

Teacher-centered Method: This is the traditional method of teaching in most senior secondary schools whereby the teacher assumes the centre of the class and dishes out instructions while the students listen and take notes.

Student-Centered Method: This is a teaching method whereby the learners assume the centre of the classroom or lesson. Here, the theoretical part of the lesson comes alive as they get to do the things themselves.