Impact of Using Joint Productive Activity Approach on Second Language Learners' Performance in Reading Comprehension at the Basic Education Level in Nigeria

Autor/in	Yusuf, Hanna Onyi
Titel	Impact of Using Joint Productive Activity Approach on Second Language Learners' Performance in Reading Comprehension at the Basic Education Level in Nigeria
Quelle	In: Advances in Language and Literary Studies, 4 (2013) 1, S.51-56 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; Reading Comprehension; Second Language Learning; Quasiexperimental Design; Secondary School Students; Control Groups; Experimental Groups; Teaching Methods; Performance Based Assessment; Learning Activities; Pretests Posttests; Educational Practices; Achievement Gains; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Zweitsprachenerwerb; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsermittlung; Lernaktivität; Bildungspraxis; Achievement gain; Leistungssteigerung
Abstract	This study investigated the impact of using joint productive activity on the performance of second language learners in reading comprehension at the basic education level in Nigeria. A sample of forty (40) Junior Secondary II students from Kaduna North and South were used for the study. The study was quasi experimental. Government Junior Secondary School Doka was used as the experimental group while Government Junior Secondary School Makera was used as the control group. Both groups were assessed after six weeks of teaching using two reading comprehension tests. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using joint productive activity. Based on the findings teachers are encouraged to use joint productive activities in teaching reading comprehension. This is a positive deviation from the traditional practice in Nigeria where a teacher is regarded as the sole custodian of knowledge and students are empty tabula rasa who should be passive during class teaching. Teachers need to exploit this new approach by designing teaching comprehension activities that will require second language learners' collaboration and active participation in accomplishing tasks jointly in class with the teacher. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01