Enhancing Effective Reading Comprehension through the Use of Reciprocal and Cooperative Instructional Strategies

Abstract

This study investigated enhancing effective reading comprehension through the use of reciprocal and cooperative instructional strategies. The research set out to determine whether a comparative difference exists in the mean scores in the reading comprehension performance of secondary school students, Abuja, taught using reciprocal, cooperative and the conventional instructional strategies particularly at the literal, inferential and critical levels. A pre-test, post-test, control group, non randomized quasi-experimental design was adopted for the study. To guide the study, four research questions were raised. Through purposive sampling technique, a sample of 98 SSS 2 students were drawn from three senior secondary schools in Gwagwalada Area Council, Federal Capital Territory, Abuja. Data were collected through the use of the research instrument called the Reciprocal and Cooperative Strategies Based Test – adopted from the reading comprehension sections of the West African Examination Council examinations titled Senior School Certificate Examinations (SSCE). Mean statistics were used to answer the research questions. The results indicated significant difference exist in the reading comprehension performance of secondary school students exposed to reciprocal and cooperative instructional strategies. It was recommended that educators integrate the reciprocal and cooperative instructional strategies into their teaching methodologies. This will enhance students’ literal, inferential and critical comprehension skills.