GASPRO International Journal of Eminent Scholars

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ASSESSMENT OF THE EFFECT OF INSTRUCTIONAL METHODS ON THE ACHIEVEMENT SCORES OF MALE AND FEMALE SECONDARY SCHOOL STUDENTS IN READING COMPREHENSION IN CROSS RIVER STATE

ABSTRACT

This study investigated the effect of instructional methods on the achievement scores of male and female secondary school students in reading comprehension in Cross River State. This study adopted quasi experimental design. The research area of this study is Cross River State of Nigeria. The population of this study comprised all 24,573 Senior Secondary II students enrolled in the 300 public secondary schools across River State during the 2024/2025 academic session. The study used a sample size of 723 senior secondary two (SSII) students. The sample was drawn from the area of study using multi-stage sampling techniques. The instrument used for the data collection is the Reading Comprehension Achievement Test (RCAT) adapted by the researcher from the West African Senior School Certificate Examination English Language Question paper. Face and content validation was used. The data collected were used to determine the reliability coefficient using Kuder Richardson 20 (K-R 20) which yielded an index of 0.91, considered reliable. Data collected from the pretest and post-test were analyzed with mean, standard deviation and Analysis of Covariance (ANCOVA). Mean was used to answer the research questions. The standard deviation was used to determine the proximity of scores while the hypotheses were tested using

Analysis of Covariance (ANCOVA) at 0.05 level of significance. This study concluded that the self directed instructional strategy significantly enhances students’ achievement in comprehension compared to the conventional teaching method. Evidence from the analysis shows that there is significant difference in the mean achievement scores of students taught comprehension using self-directed instructions strategy and those taught with conventional method. And also that there is no significant difference in the mean achievement scores of male and female students taught comprehension using self-directed instructions strategy.

KEYWORDS: Achievement Scores, Students, Comprehension, Self-Directed Instructional Strategy, Secondary Schools.

Ndubuaku Bridget Uche, Prof.S.N.Agwu And Associate Prof. S. Ereke.

GASPRO INTERNATIONAL JOURNAL OF EMINENT SCHOLARS, VOL.12 NO 4