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 The study investigates the Effect of Comprehension Monitoring Strategy on Achievement and Interest of Low-Achieving Students in Reading Comprehension. Four research questions and four null hypotheses were generated to guide the study. The design of the study was a quasi-experimental non-randomized pretest-posttest control group design involving one experimental group and one control group. The sample consists of one hundred and twenty seven (127) low-achieving senior secondary school class 11(SS11) students from two schools in Uzo-Uwani LGA in Nsukka Education Zone of Enugu State. Two instruments used for the study were a researcher-constructed Test of Comprehension (TOC) in two forms - I and II and a Reading Comprehension Interest Scale (RCIS). These were validated by experts and used for data collection. Mean and standard deviation were used to answer the research questions while analysis of covariance was used to test the hypotheses. Major findings of the study reveal that exposing low-achieving students in the skills associated with comprehension monitoring strategy has a facilitative effect on their reading comprehension achievement. Maleness or femaleness did not have a significant effect on the mean achievement scores of low-achieving students exposed to comprehension monitoring strategy in their reading comprehension. Instructing low-achieving students in comprehension monitoring strategy has a facilitative effect on their interest in reading comprehension. The effect of maleness or femaleness on the mean interest score of low-achieving students exposed to comprehension monitoring strategy in their reading comprehension was not significant. Based on these findings, conclusions were drawn and the educational implications discussed. Major recommendations made were: first, that teachers should take time to expose the low-achieving students to well planned learning strategy instruction by explaining and demonstrating the learning strategies that can enable students to read, understand and also solve other academic problems. Second, teachers should encourage the low-achieving students to demonstrate the techniques among their peers with the teacher supplying prompt corrective feedbacks. Third, both male and female low-achieving students should be exposed to comprehension monitoring strategy without any form of discrimination since they all benefit equally from such exposure.

Review project detailsComments
Number of Pages207 pages
Chapter one (1)Yes  Introduction
Chapter two (2)Yes  Literature review
Chapter three (3) Yes methodology
Chapter  four (4) Yes  Data analysis
Chapter  five (5) Yes Summary,discussion & recommendations
ReferenceYes Reference
QuestionnaireYes Questionnaire
Appendixyes Appendix
Chapter summaryyes 1 to 5 chapters
Available documentPDF and MS-word format


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