1.0 Introduction
1.1 Background of Study
In Nigeria, the history of reading comprehension strategies is closely tied to the country's educational reforms aimed at improving literacy rates and academic performance in schools. Since English is the official language of instruction in Nigeria, it plays a significant role in students' academic success across various subjects. However, English language learners in Nigeria, particularly in regions like Gombe Metropolis, often face challenges such as limited exposure to English, insufficient reading materials, and insufficient teacher training in effective reading strategies (Bello, 2018). As a result, students' reading comprehension skills have been a focal point in educational research.
Over the past two decades, there has been a growing emphasis on reading comprehension as a critical skill for academic success, particularly in the context of English language learning. Various studies have highlighted the need for comprehensive and culturally relevant reading strategies that cater to the unique linguistic and socio-cultural context of Nigerian students (Adeyemi & Olaleye, 2016). Researchers have also stressed the importance of understanding how English language learners engage with reading texts and the strategies they find most effective in improving their comprehension (Oni, 2017).
Reading comprehension is a fundamental skill in education, and it is particularly significant for English language learners (ELLs) who must navigate both the intricacies of the English language and the academic demands placed on them. In many educational settings, especially in non-native English-speaking countries, students face considerable challenges in mastering reading comprehension. The importance of this skill is further highlighted in Gombe Metropolis, where English serves as the official language of instruction, despite it being a second language for many students (Hassan, 2018). In Nigeria, students are often required to read and comprehend English texts in various subjects such as English literature, sciences, and social studies. However, a considerable number of students in Gombe Metropolis struggle with reading comprehension, which in turn affects their overall academic performance. These struggles are rooted in a variety of factors, including limited exposure to English outside of the classroom, a lack of adequate instructional resources, and ineffective teaching methods (Adebayo, 2019). Such challenges are particularly prominent in Gombe Metropolis, where the educational infrastructure may not fully support the development of reading comprehension skills among learners.
Reading comprehension is a critical skill in education, particularly for English language learners (ELLs), as it plays a significant role in academic success. It involves the ability to understand, interpret, and apply information from written texts (Snow, 2010). For English language learners in specific regions, like Gombe Metropolis in Nigeria, effective reading comprehension strategies are essential to their academic development and success, especially in mastering the English language, which is a key component of their education system.
In many schools across Nigeria, students often face challenges in comprehending English texts due to the language barrier, limited resources, and inadequate teaching methodologies (Adebayo, 2019). Research indicates that reading comprehension strategies, such as prediction, summarization, and questioning, have been found to improve students' engagement with text, their ability to recall information, and their overall learning outcomes (Anderson & Freebody, 2019). Therefore, this study seeks to fill this gap by investigating how the use of reading comprehension strategies can influence the academic performance of English language learners in this region.
1.2 Statement of Problems
Investigation revealed that there is lack of access to appropriate reading materials, coupled with frequent power outages and inadequate technological resources, further exacerbates the problem of poor comprehension skills. In many schools, especially in rural areas of Gombe, teaching resources for reading are limited, which affects the implementation of reading strategies that might otherwise enhance students' comprehension abilities (Bello, 2018).
Additionally, there is a limited body of research specifically focused on the application and effectiveness of reading comprehension strategies within the context of Gombe Metropolis. Previous studies have largely concentrated on general literacy skills across Nigeria or focused on a broader range of subjects, leaving a gap in research specifically addressing English language learners in Gombe. Hence, the undertaking of this research work will fill in the gap by examining how specific reading comprehension strategies impact the academic performance of English language learners, and to identify best practices that could be applied more effectively in the region.
1.3 Aim and Objectives of Study
The aim of the study is to examine the impact of reading comprehension strategies on the academic performance of English language learners in Gombe Metropolis, Nigeria. To achieve this aim, the study has the following objectives:
- To identify the challenges faced by teachers in implementing effective reading comprehension strategies in classrooms with English language learners.
- To evaluate the effectiveness of these reading comprehension strategies in improving the academic performance of English language learners.
- To examine the types of reading comprehension strategies currently employed by teachers in Gombe Metropolis for English language learners.
- To explore the perceptions of English language learners regarding the use of reading comprehension strategies and their impact on their academic performance.
- To propose recommendations for improving the use of reading comprehension strategies in the teaching of English to learners in Gombe Metropolis, based on the findings from the study.
1.4 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What are the types of reading comprehension strategies employed by teachers for English language learners in Gombe Metropolis?
- How effective are the current reading comprehension strategies in improving the academic performance of English language learners in Gombe Metropolis?
- What challenges do teachers face in implementing reading comprehension strategies for English language learners in Gombe Metropolis?
- What are the perceptions of English language learners regarding the use of reading comprehension strategies and their impact on their academic performance?
- What recommendations can be made to improve the use of reading comprehension strategies in teaching English to learners in Gombe Metropolis based on the study's findings?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There are no significant challenges faced by teachers in implementing reading comprehension strategies for English language learners in Gombe Metropolis.
- H1: There are significant challenges faced by teachers in implementing reading comprehension strategies for English language learners in Gombe Metropolis.
Hypothesis Two
- H0: There is no significant relationship between the use of reading comprehension strategies and the academic performance of English language learners in Gombe Metropolis.
- H1: There is a significant positive relationship between the use of reading comprehension strategies and the academic performance of English language learners in Gombe Metropolis.
1.6 Significance of Study
The outcome of this research will be significant for students, as they will help enhance their reading comprehension skills, leading to improved academic performance in English language learning. With a better grasp of reading strategies, students will be better equipped to understand texts and perform well in assessments. Also, teachers will benefit from the study by gaining insights into effective teaching strategies that they can apply in the classroom.
Furthermore, educational policymakers will find the study useful for designing programs and initiatives aimed at improving literacy levels across schools in Gombe Metropolis and beyond. The findings will inform decisions on resource allocation and the development of educational interventions targeting reading comprehension.
Finally, researchers will benefit from the study as it will contribute to the growing body of knowledge on language learning strategies and their effectiveness. The findings will also serve as a foundation for future studies in the field of education.
1.7 Scope of Study
The scope of this study will be focused on English language learners in Gombe Metropolis, Gombe State, Nigeria. It will examine the impact of reading comprehension strategies on their academic performance, specifically in the context of secondary school students. The study will involve selected schools within the Metropolis, where English language learners will be observed and assessed to determine the effectiveness of different reading strategies on their academic outcomes.
1.8 Limitations of the Study
The research study was limited by several factors that affected its scope and the generalizability of the findings.
- The delay in responses from some teachers and students who participated in the study hindered the timely completion of the research.
- Financial constraints were also a challenge, limiting the resources available for conducting a broader, more comprehensive study, such as expanding the sample size or utilizing more advanced data collection tools.
- Finally, the limited time frame for the study posed challenges in gathering extensive data from a larger group of schools or students.
1.9 Definition of Terms
Reading Comprehension:
Reading comprehension refers to the ability to understand, interpret, and analyze written text. It involves decoding words, understanding their meanings, and applying the knowledge gained from reading to answer questions, make predictions, and draw conclusions (Snow, 2002). Effective reading comprehension requires a combination of vocabulary knowledge, background knowledge, and the ability to recognize different reading strategies.
Comprehension Strategies:
Comprehension strategies are the techniques and approaches used by learners to enhance their understanding of a text. These strategies may include summarizing, predicting, questioning, visualizing, and making connections with prior knowledge. Research has shown that teaching specific comprehension strategies improves students' ability to retain and understand reading material, particularly for English language learners (Pressley, 2006).
English Language Learners (ELLs):
English language learners are students who are in the process of acquiring proficiency in English, often as a second or additional language. These learners may face challenges in both language and content areas, which can affect their academic performance (National Clearinghouse for English Language Acquisition, 2007). They benefit from targeted strategies designed to improve both their language skills and academic outcomes.
Academic Performance:
Academic performance refers to how well a student is accomplishing their educational goals, usually measured by grades, test scores, or overall achievement in the curriculum (Stinebrickner, 2012). For English language learners, academic performance may reflect their ability to grasp course content and demonstrate proficiency in language skills.
Reading Comprehension Strategies:
Reading comprehension strategies are specific methods or tools that support learners in understanding and processing the information they read. These strategies can include techniques such as note-taking, making inferences, or engaging in group discussions to clarify understanding. Studies have shown that targeted reading strategies improve comprehension skills, especially for learners who are still mastering language (Afflerbach, 2012).
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