EFFECT OF DIRECT INSTRUCTION ON PRIMARY SCHOOL PUPILS’ READING COMPREHENSION ACHIEVEMENT IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA

Abstract

This study investigated the effects of direct instructional (DI) approaches on reading comprehension achievement of primary school pupils. Two research questions and two null hypotheses guided the study. The study adopted a quasi-experimental research design which utilized the non-random pretest and posttest control group design. The study was carried out in Awka South Local Government Area (LGA) of Anambra State. A sample of 63 primary five pupils out of a population of 2,361 pupils from public primary schools in Awka South LGA was involved in the study. Pupils’ Reading Comprehension Achievement Test (RCAT) was used as an instrument for data collection. Pupils in the experimental group were taught reading comprehension using DI technique and the control group was taught reading using conventional method. Data collected were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses. Findings showed that reading achievement was higher in DI than control group, and there was a significant difference in their mean achievement. Female readers did better in their mean achievement than the male in DI. There was no significant difference in reading comprehension as a result of gender. It was
concluded that DI was more efficient in teaching reading and reading skills to pupils. It was recommended among others that teachers should be trained in the use of more innovative methods 
like DI so that pupils learning outcome could be enhanced. Also it was recommended that teacher training institutions should incorporate DI in their curriculum so that prospective teachers will be
acquainted with the basic skills of designing instructional materials for use and implementation of
DI in their respective classrooms