Effect of Interactive Techniques on Senior Secondary Students’ Performance inReading Comprehension in Kaduna State

Abstract

The research investigated the effect of Interactive Techniques on students’ performance in
reading comprehension. Two secondary schools were used for the study. Eighty (80)
homogenized senior secondary school II students were used for the study, that is, 40
students from each school. The two schools were located far apart (Government Secondary
School Doka, Kaduna North, Government Secondary School, Makera in Kaduna South). A
quasi-experimental pre-test, post-test research design was used for the study. Two
instruments were administered on the students. T-test was used to analyse the result of the
tests. The results revealed that interactive techniques had a significant effect on students’
performance in reading comprehension. The findings suggest that Interactive Techniques
are helpful in understanding and comprehending written. It also helps teacher to see how
students’ individual thought processes are working with the information received from
texts. Teachers are encouraged to use Interactive Techniques to facilitate students’ reading
comprehension. Interactive Techniques such as turn on the meaning by engaging students
in purposeful strategic conversations provide students with ample opportunities to interact
with the text, teacher and peers. Curriculum planners are equally encouraged to include
Interactive Techniques in the reading component of the English language curriculum for
senior secondary schools.