WELCOME TO KENTERPRO:
INFLUENCE OF NOTE-TAKING STRATEGY ON THE READING COMPREHENSION TEST OF SENIOR SECONDARY SCHOOL STUDENTS IN MANGU LOCAL GOVERNMENT AREA

 TABLE OF CONTENTS

 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY        –           –           –           –           –           –           1

1.2 STATEMENT OF THE PROBLEM        –           –           –           –           –           –           5

1.3. PURPOSE OF THE STUDY      –           –           –           –           –           –           –           6

1.4. RESEARCH QUESTIONS        –           –           –           –           –           –           –           7

1.5 SIGNIFICANCE OF THE STUDY         –           –           –           –           –           –           7

1.6 THEORETICAL FRAMEWORK           –           –           –           –           –           –           9

1.7 SCOPE AND DELIMITATION OF THE STUDY          –           –           –           –           10

CHAPTER TWO

REVIEW OF RELATED LITERATURE

CHAPTER THREE

METHODS AND PROCEDURES

3.1. RESEARCH DESIGN    –           –           –           –           –           –           –           –           28

3.2. POPULATION    –           –           –           –           –           –           –           –           –           28

3.3 SAMPLING TECHNIQUE         –           –           –           –           –           –           –           28

3.4. INSTRUMENT FOR DATA COLLECTION     –           –           –           –           –           29

3.5. VALIDITY AND RELIABILITY           –           –           –           –           –           –           29

3.5.1 Validity   –           –           –           –           –           –           –           –           –           –           29

3.5.2 Reliability           –           –           –           –           –           –           –           –           –           30

3.6. PROCEDURE FOR DATA COLLECTION       –           –           –           –           –           30

3.7 METHOD OF ANALYZING THE DATA          –           –           –           –           –           30

CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 RESULTS –           –           –           –           –           –           –           –           –           –           32

4.2 DISCUSSION OF FINDINGS    –           –           –           –           –           –           –           35

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY OF FINDINGS        –           –           –           –           –           –           –           38

5.2 CONCLUSION    –           –           –           –           –           –           –           –           –           39

5.3 RECOMMENDATIONS –           –           –           –           –           –           –           –           40

5.4 CONTRIBUTION TO KNOWLEDGE   –           –           –           –           –           –           42

REFERENCES          –           –           –           –           –           –           –           –           –           44

APPENDIXES           –           –           –           –           –           –           –           –           –           47

ABSTRACT

This study aimed to investigate the influence of the note-taking strategy on the reading comprehension test performance of senior secondary school students in the Mangu Local Government Area. A quasi-experimental research design was employed, utilizing an equivalent and randomized pre-test, post-test control group. The target population consisted of all Senior Secondary School two (II) students in the region, with a sample of 120 students selected using random sampling technique. The experimental group (n=60) received the note-taking strategy treatment, while the control group (n=60) did not. A Reading Comprehension Test (RCT) was administered to collect data. The data were analyzed using descriptive statistics and independent sample t-tests. The findings revealed that the experimental group outperformed the control group in identifying main ideas, sequencing passages, answering comprehension questions, making inferences and predictions, and identifying unfamiliar vocabulary. Based on the findings, it is recommended that teachers incorporate note-taking strategies in their instruction, curriculum planners revise the English curriculum to include note-taking strategies, and publishers create explicit reading sections in textbooks that incorporate note-taking activities. Additionally, teacher training programs should focus on learner-centered methods and strategies, and the government should provide qualified teachers and reading materials to enhance reading performance in schools.