EFFECT OF READING AND WRITING LEARNING TECHNIQUE IN ENHANCING SECONDARY SCHOOL STUDENT’S ACADEMIC SELF-CONCEPT IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE – International Journal of Social Sciences and Management Review

EFFECT OF READING AND WRITING LEARNING TECHNIQUE IN ENHANCING SECONDARY SCHOOL STUDENT’S ACADEMIC SELF-CONCEPT IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE

Author: Agboola, James Odunayo PhD

ABSTRACT

The study investigated the effect of reading and writing learning techniques in enhancing secondary school students’ academic self-concept in the Oredo Local Government Area of Edo State. One research question was raised and three hypotheses were formulated to guide the study. A pre-test post-test non-equivalent control group quasi-experimental design was used for the study. The target population comprised of all the public mixed Senior Secondary II students in Oredo Local Government Area of Edo State. The sample of the study consisted of 206 Secondary School II students in the two schools randomly selected in Oredo Local Government from the nine (9) schools in the local government area using simple random techniques through balloting. The instrument for data collection for the study was a questionnaire titled “Reading and Writing Learning Technique and Academic Self-concept Questionnaire (RWLTASQ), which was adopted by Rady and Nady (2016) and modified by the researcher, is made up of two sections. Section A contains information about the students’ bio-data such as sex while section B consists of twenty (20) items on self-concept on a five-point Likert scale of Completely true of me (CTM), Mostly true of me (MTM), Partly true of me (PTM), Mostly untrue of me (MUM) and Completely untrue of me (CUM). The instrument was validated by three experts and also subjected to a reliability procedure and it yielded an r-value of 0.81 which showed that it was reliable for use. The pre-test was administered to both groups. While the experimental group was taken through the reading and writing technique, the control group was exposed to no treatment but used a placebo. After the treatment procedures, both groups were post-tested using the same instrument and the results revealed that: Majority of the students in the secondary school’s students in Oredo Local Government Area of Edo State exhibit low levels as regards academic self-concept; there is no significant difference between academic self-concept of students in experimental and control groups before treatment among secondary school students in Oredo Local Government Area of Edo State; there is a significant difference between academic self-concept of students in experimental and control groups after treatment among secondary school students in Oredo Local Government Area of Edo State and there is no significant difference between male and female students’ academic self-concept in the experimental group after treatment among secondary school students in Oredo Local Government Area of Edo State.

Based on the finding, it was recommended that teachers should employ reading and writing learning techniques to teach their students as this technique has been proven to be effective among secondary school students in Oredo Local Government Area of Edo State.

Keywords: Reading, writing, technique, learning, experimental and control

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