WELCOME TO KENTERPRO:
EFFECTIVENESS OF READERS’ THEATRE STRATEGY ON SENIOR SECONDARY SCHOOL II STUDENTS IN LEARNING READING COMPREHENSION IN PANKSHIN LOCAL GOVERNMENT AREA

TABLE OF CONTENTS

 CHAPTER ONE

INTRODUCTION

• Background to the Study – –            –            –           –            –                1
• Statement of the Problem – –           –           –           –           –           –           3
• Purpose of the Study – –           –           –           –           –           –           –           4

1.4. Research Questions         –           –           –           –           –           –           –           –           5

1.5. Research Hypothesis       –           –           –           –           –           –           –           –           6

1.6 Significance of the Study –           –           –           –           –           –           –           –           6

1.7 Scope of the Study           –           –           –           –           –           –           –           –           7

1.8 Operational Definition of Terms   –           –           –           –           –           –           –           8

CHAPTER TWO

REVIEW OF RELATED LITERATURE

CHAPTER THREE

METHODS AND PROCEDURES

3.1. Research Design  –           –           –           –           –           –           –           –           –           37

3.2. Population    –      –           –           –           –           –           –           –           –           –           37

3.3. Sample and Sampling Procedure             –           –           –           –           –           –           38

3.4. Instrument for Data Collection    –           –           –           –           –           –           –           38

3.5. Validity of the Instrument           –           –           –           –           –           –           –           38

3.6. Data Collection Procedure           –           –           –           –           –           –           –           39

3.7 Method of Data Analysis              –           –           –           –           –           –           –           39

CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 Results      –           –           –           –           –           –           –           –           –           –           40

4.2 Discussion of Findings     –           –           –           –           –           –           –           –           43

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of Findings       –           –           –           –           –           –           –           –           45

5.2 Conclusion            –           –           –           –           –           –           –           –           –           48

5.3 Recommendations             –           –           –           –           –           –           –           –           48

References     –              –        –           –           –             –            –          –          –         51

Appendix        –           –           –           –           –           –           –           –           –           54

Abstract

This study was carried out to examine the effectiveness of readers’ theatre strategy on senior secondary school II students in learning of reading comprehension in Pankshin Local Government Area of Plateau State. The study adopted the quasi-experimental research design. The population of the study consisted of all the Senior Secondary School two(II)Students of Pankshin Local Government Area. The sample of the study consisted of 120 students (60 experimental and 60 control group). The simple random sampling technique was used to select the sample. The instrument for data collection was the Reading Comprehension Test (RCT) which was adapted from their SS II syllabus. The researcher visited the schools and sought for permission of the appropriate authorities for the use of their schools. The study covered a period of four(4) weeks. The method of data analysis was mean score and the t-test was used to test the hypothesis as 0.05 level of significance. The findings of the study revealed that readers’ theatre skills has effects on students’ ability to identify main ideas, sequence a passage into ordinal series, ability to answer reading comprehension questions, ability to make inferences and predictions and readers’ theatre strategy helps students in identifying unfamiliar vocabularies. In line with the findings, it was recommended that students should be taught how to use the readers’ theatre comprehension strategies, English teachers should regularly attend workshops, seminars, refresher courses where they could be intimated with current methods of teaching reading like the Readers’ theatre Strategies.

CHAPTER ONE

INTRODUCTION

1.1. Background to the study

Constructing meaning from information that is presented in a visually encoded way is the purpose of reading. Individuals who like reading do so because it gives them pleasure and a sense of accomplishment. According to Adigun and Oyelude (2003), the ability to read will not only help students organise their ideas and write down essential data while they are reading, but it will also enable them to absorb the full book. Reading is not only a source of information and a pleasurable activity, but it is also a means of consolidating and expanding one’s knowledge of the language, according to Rivers (2011), who argued that reading is the most important activity in any language class. Rivers argued that reading is the most important activity in any language class. Reading is a receptive skill much like listening, but reading out loud makes it more productive and improves both skills (Olaofe & Masembe, 2006). Reading, in the view of Longe and Ojo (2006), is the capacity to translate the meaning of the visual representation of language. As a result, reading is not a product like history but rather an active activity in which readers switch between many sources of knowledge.

The meaning of the message contained in the printed text is not something that is given in advance, or even something that is given at all; rather, the meaning of the message is something that is created through the interaction between the writer and the reader as participants in a specific communicative situation (Harris, 2000). Reading, according to Smith (2007), consists of asking questions of written material, and reading with comprehension is a matter of determining whether or not those questions have been answered. This indicates that reading is a thinking process that requires readers to comprehend and possibly use various skills in the process of gaining information from a text such as inferring, questioning, predicting, and drawing conclusions. Reading is also considered to be an activity that requires mental effort. Reading requires a wide variety of nuanced abilities, all of which must work in concert for a reader to achieve success. For instance, skilled readers are aware of the reason they are reading and go into the reading process with this reason in mind as they proceed. When individuals read comparable texts for the same reasons, they employ reading methods that have worked for them in the past and which are appropriate for those texts. When they are doing this, they check how well they understand the material in light of the reason they are reading it, and if necessary, they alter how they are using the method. When faced with unfamiliar words whose meanings are necessary for comprehension, proficient readers have a number of word attack strategies available to them. These strategies allow them to interpret the meanings of the words, which in turn enables them to achieve the purpose for which they are reading.

A teaching technique is the collection of guiding concepts and practical approaches utilised by educators to facilitate student learning. The character of the learner and the content that is going to be taught each play a factor in determining which of these tactics will be utilised. It is necessary for the characteristics of the learner and the sort of learning that a certain teaching technique is intended to bring about to be in connection with one another for the method to be considered appropriate and effective. There are certain suggestions that may be used to create and pick teaching techniques, and these approaches need to take into account not only the characteristics of the material being taught but also how the students learn. A significant amount of creative expression is fostered in the majority of today’s schools. It is common knowledge that rational thought is the driving force behind progress throughout human history. The ability to reason and think creatively both contribute to innovation.

The methods of instruction may be roughly categorised as either being concentrated on the instructor or on the students being taught. The role of the instructor as the primary source of authority is central to the teaching paradigm known as teacher-centered learning. Students are seen as “empty vessels” whose primary responsibility is to passively acquire information (via lectures and direct instruction), with the final objective of testing and assessment in mind. The transmission of information and knowledge to students should be considered the primary responsibility of instructors. Teaching and evaluating students’ work are considered to be two distinct activities under this framework. The learning of students is evaluated via examinations and assessments that are rated in an objective manner. According to Jindem (2017), in a student-centered approach to learning, instructors and students both play equally active roles in the learning process. This is despite the fact that teachers are the authoritative figures in this model of learning. The major function of the educator is to act as a mentor and guide for student learning while also promoting general grasp of the subject matter. The learning of students is evaluated using a variety of methods, some of which are more formal than others. Some of these methods include student portfolios, group projects, and participation in class. Teaching and evaluating student learning are two sides of the same coin; teaching is accompanied by ongoing assessment of student progress. According to Barone (2013), various forms of classroom involvement, demonstration, recitation, and memory, as well as various combinations of these, are examples of frequent teaching approaches.

Reading comprehension is a vital skill that enables individuals to understand and interpret written texts. It is an essential skill that is critical for academic success and lifelong learning. Unfortunately, many students struggle with reading comprehension, particularly in the senior secondary school. Reading comprehension is the ability to understand and interpret written text. It is a complex process that involves the interaction of multiple cognitive processes such as vocabulary knowledge, background knowledge, and reading strategies. The ability to comprehend text is a critical skill that is required for academic success in all subjects. Unfortunately, many students struggle with reading comprehension, particularly in the senior secondary school. A study conducted by the National Assessment of Educational Progress (NAEP) in 2017 showed that only 35% of 12th-grade students in the United States were proficient in reading comprehension (National Center for Education Statistics, 2017).

Poor reading comprehension can be attributed to various factors, such as a lack of interest in reading, poor vocabulary, limited background knowledge, and poor reading strategies. One effective strategy for improving reading comprehension is the use of Readers’ Theatre (RT). Readers’ Theatre is a type of theatre that involves reading a script aloud by a group of readers, each of whom plays a different role. This technique is often used in secondary schools to promote reading fluency, comprehension, and motivation to read. However, there is limited research on the effectiveness of Readers’ Theatre in the senior secondary school.

Readers’ Theatre involves the use of scripts that are designed to be read aloud by a group of readers. Each reader takes on a different role, and the script is read aloud with each reader playing their part. The goal is to bring the script to life and make it more engaging for the readers and the audience. Readers’ Theatre is a type of theatre that involves reading a script aloud by a group of readers, each of whom plays a different role. The scripts used in Readers’ Theatre are usually short plays or scenes from plays that have been adapted for reading. The aim of Readers’ Theatre is to engage students in reading by providing them with an opportunity to participate in a dramatic activity. The use of RT in the classroom provides an opportunity for students to engage in a fun and social activity that can help improve their motivation to read. By connecting with the text on a personal level, students can find reading more meaningful and relevant. Readers’ Theatre has been found to be an effective strategy for improving reading comprehension among learners. Gaghan et al. (2015) found that Readers’ Theatre helped to improve reading comprehension among elementary school students. The study also found that students enjoyed the activity and were more motivated to read as a result of their participation in Readers’ Theatre. Furthermore, Wu (2011) found that Readers’ Theatre was an effective way of improving students’ reading comprehension, vocabulary, and pronunciation. The study also found that students enjoyed the activity and felt that it was a useful way of learning English. Given the positive results of previous studies on the effectiveness of Readers’ Theatre in improving reading comprehension in elementary and higher education settings, it is worth exploring its potential benefits in the senior secondary school.

Poor reading comprehension is a significant issue in the senior secondary school, and the use of Readers’ Theatre has the potential to address this problem. By providing students with a fun and engaging way to improve their reading comprehension, Readers’ Theatre can help students become more confident and skilled readers. Additionally, Readers’ Theatre can help to develop students’ social and interpersonal skills, as well as enhance their ability to work collaboratively.

Readers’ Theatre has been used in various educational settings to improve reading comprehension. The approach has been used in elementary and middle schools to improve fluency and comprehension (Monaghan et al., 2015; Willis, 2005). There is, however, limited research on the use of Readers’ Theatre in the senior secondary school schools in Pankshin as the strategy is still new to many teachers.

1.2. Statement of the Problem

            Reading comprehension is a critical skill that is essential for academic success in all subjects. It involves the ability to understand, analyze, and interpret written texts, and is necessary for students to succeed in their studies. However, many senior secondary school students in Pankshin Local Government Area struggle with reading comprehension, particularly when it comes to complex texts. This lack of comprehension can lead to poor academic performance and hinder students’ ability to achieve their educational goals.

Traditional approaches to reading instruction, such as lectures and worksheets, may not be effective for all students, as they may not engage students and fail to address the individual needs of each learner. As a result, there is a need for innovative and engaging teaching methods that can enhance students’ comprehension skills and increase their motivation to learn.

Readers’ theatre is a unique teaching approach that involves students in reading and acting out scripts. This approach can help students to develop reading comprehension skills by engaging them in a fun and interactive way. Readers’ theatre involves students working in groups, each taking on a different role, and reading out a script together. This approach allows students to actively participate in the reading process, and it can help them to better understand the text and the characters they are playing.

Despite the potential benefits of readers’ theatre, there is a lack of research on its effectiveness in senior secondary schools in Pankshin Local Government Area. It is essential to investigate whether this approach can improve students’ performance in reading comprehension and contribute to their academic success. By conducting a study on the effectiveness of readers’ theatre, we can determine whether it is a viable teaching approach that can help students to improve their comprehension skills.

1.3. Purpose of the Study

            The main purpose of this study is to examine the effectiveness of readers’ theatre on senior secondary school students in reading comprehension in Pankshin Local Government Area. The specific objectives of the study are:

• Determine the effects of readers’ theatre strategy skills on students’ ability to Identify Main Idea.
• Determine the effects of readers’ theatre strategy on students’ ability to Sequence a Passage into an Ordinal Series.
• Find out the effects of readers’ theatre strategy on students’ ability to answer reading comprehension questions.
• Examine the effects of readers’ theatre strategy ability to make inferences and predictions.
• Find out the extent to which readers’ theatre strategy helps students in identifying unfamiliar vocabulary.

1.4. Research Questions

The following research questions are raised to guide the study:

• What are the effects of readers’ theatre strategy on students’ ability to identify main idea?
• To what extent is readers’ theatre strategy effective on students’ ability to sequence a passage into an ordinal series?
• How does readers’ theatre strategy enhance students’ ability to answer reading comprehension questions?
• What are the effects of readers’ theatre strategy ability to make inferences and predictions?
• To what extent does readers’ theatre strategy help students in identifying unfamiliar vocabulary?

1.5. Research Hypothesis

H₀: There is no significant difference in the performance of students who were exposed to readers’ theatre strategy skills and those who were not exposed it in reading comprehension in Pankshin Local Government Area.

1.6. Significance of the Study

            Reading comprehension is currently more important than it ever was in the past as a direct result of the rise of technology and social media, and the benefits of this study cannot be overstated. This is especially true in light of the fact that reading comprehension was previously less important than it is today. Because of this, the findings of this study will be helpful to educators, students, those who design curricula, and future researchers.

This study is important because it appears that English language instructors at the senior secondary level do not have a clear understanding of the method that provides the greatest results for teaching reading comprehension. As a result, the outcomes of this inquiry might bring to a better knowledge of the approach taken in Senior Secondary Schools to educate students to read with comprehension.

Similarly, when students are taught using the appropriate method, not only will their reading comprehension improve in English, but also in their reading comprehension in other disciplines as well. Because some helpful reading strategies that would boost one’s comprehension abilities have been explained in detail throughout the course of the discussion, it would be beneficial for students whose comprehension capacity is low, average, or high. The reason why it would be beneficial is because it would help students whose comprehension capacity is low, average, or high. This is true because by the time children are shown how to draw inferences from a book, make educated guesses or predictions, and develop questions based on a text, they will have attained understanding of the content. In conjunction with this idea, it follows that if students are able to grasp texts, they will be able to analyse questions on examinations and derive meanings that go beyond the literal level. They would be able to breeze through the termly and senior school certificate tests with flying colours if they did this, which would go a long way towards aiding them.

In addition, the study would be helpful to examination bodies and curriculum designers in designing a curriculum that would represent the aim and purpose of teaching reading comprehension with readers’ theatre technique. This would be accomplished with the assistance of the study. It is possible that this will bring about consistency in the methods of teaching reading comprehension passages by utilising the curriculum of the senior secondary schools in the Pankshin Local Government Area and the nation as a whole. If it were determined that certain aspects of reading comprehension passages in the English language were effective, such as vocabulary building, word matching, or activating prior knowledge, to name but a few, it would be of tremendous assistance to the curriculum planners and examination bodies when it came to setting examinations for the students.

Researchers in the field of second language learning who are interested in reading comprehension methods might benefit from the findings of this study as well as the discussions of the theoretical and practical implications stemming from those findings.

1.7 Scope and Delimitation of the Study

            This study covers the effectiveness of readers’ theatre strategy on senior secondary school students. Theoretically, the study will cover students’ ability to Identify Main Idea, students’ ability to Sequence a Passage into an Ordinal Series, students’ ability to answer reading comprehension questions, students’ ability to make inferences and predictions and students ability in identifying unfamiliar vocabulary. The two schools which were used include Government Model Secondary School Pankshin and Tambes Community Secondary School. Despite the fact that the study is restricted to senior secondary school II students in Pankshin Local Government Area, its findings will be generalized to other parts of the state.