Effects of Interactive Digital Instruction for Explicit Fluency on Senior Secondary Two Students’ Reading Comprehension Performance in Kontagora Local Government Area, Niger State, Nigeria

Author

Veronica Yohanna

Abstract

 The study focused on the effects of Interactive Digital Instruction for Explicit Fluency on Reading Comprehension Performance of Senior Secondary Two Students in Kontagora Local Government Area of Niger State. The study was guided by two research questions and two hypotheses. The quasi-experimental design was used for the study. The total population of the study was 1,867 students, from which a sample size of 174 was drawn using the simple random sampling technique. A 30-item multiple choice Reading Comprehension Performance Test (RCPT) was used to gather data. Descriptive statistics (Mean and Standard Deviation) were used to answer the research questions and the five hypotheses were then tested using t-test statistics at the 0.05 level of significance. The result showed that the students' performance in the pre-test was poor, indicating that the students had poor background. The results also showed that the students' performance in answering reading comprehension questions in the experimental group was significantly higher in the post-test than in the control group. The study found that interactive digital instruction for fluency positively influences the performance of students in reading comprehension of Kontagora Local Government Area, Niger State. The study recommended the integration of Interactive Digital Instruction by the ministry of education into the curriculum for training of Senior Secondary two Students in Kontagora Local Government of Niger state, Nigeria, in order to enhance students' performance in reading comprehension.

Keywords

Interactive digital instruction, explicit fluency, and reading comprehension

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