COMPARATIVE EFFECTIVENESS OF 5E AND SCAFFOLDING STRATEGIES ON STUDENTS’ INTEREST AND ACHIEVEMENT IN READING SCIENCE-BASED TEXTS IN BENUE STATE, NIGERIA
Keywords:
Science-based texts, reading comprehension, scaffolding, 5E strategy, interest, achievementAbstract
This study assessed the comparative effectiveness of 5E and scaffolding strategies on students’ interest and achievement in reading science-based texts in Benue State, Nigeria. The design was quasi-experimental, specifically pretest, posttest non-randomised equivalent group design. Multi-stage sampling procedure was used to sample 44 senior secondary one students in two schools from a population of 5730 in Otukpo, Benue State. The students were sampled from two intact classes. Two research questions and two hypotheses guided the study. The instruments for data collection were Interest in Reading Science-based Texts Questionnaire (IRSTQ) and Science Reading Achievement Test (SRAT. The instruments were validated by experts and subjected to trial testing. IRSTQ yielded a coefficient of 0.83 while SRAT yielded 0.96. The research questions were answered using mean and standard deviation while the hypotheses were tested at 0.05 significance level using Analysis of Covariance (ANCOVA) . it was found that both 5E and scaffolding significantly improved students’ interest and achievement in reading of science-based texts. Since the strategies improved students’ academic achievement and interest in science-based texts, it was recommended that English Language teachers should adopt 5E and scaffolding strategies in teaching students how to become proficient in reading science-based texts.References
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