Open AccessEffect of Drama Technique on Achievement in English Reading Comprehension of Junior Secondary School Students
Author(s) -
Oluseun F. Law
Publication year - 2021
Publication title -
journal of education in black sea region
Language(s) - English
Resource type - Journals
eISSN - 2449-2426
pISSN - 2346-8246
DOI - 10.31578/jebs.v6i2.240
Subject(s) - reading comprehension , mathematics education , drama , test (biology) , psychology , reading (process) , achievement test , local government area , population , comprehension , computer science , standardized test , medicine , local government , linguistics , art , paleontology , philosophy , literature , environmental health , public administration , political science , biology , programming language
The study examined the effect of drama technique on achievement in English reading comprehension of junior secondary school students. This study adopted the pre-test – post-test quasi-experimental design. The population of the study comprised all junior secondary school students in Ijebu-North local government, Ogun state. Two junior secondary schools were randomly selected for the purpose of the study. The students in the two schools were randomly assigned to experimental and control groups. The instrument used for data collection was the Reading Comprehension Achievement Test which has a reliability coefficient of 0.72. The experiment lasted for six weeks. The data were analyzed by Analysis of Co-Variance (ANCOVA) at a 0.05 level of significance. The results show a significant main effect of drama technique and gender on students’ achievement in reading comprehension. The results further show a significant interaction effect of drama technique and gender on students’ achievement in reading comprehension. The study recommends that teachers should adopt the use of drama techniques in teaching comprehension.
Keywords: drama technique, reading comprehension, achievement in reading