Effect of interactive approach instruction on standard six learners’ achievement in reading comprehension in Primary Schools in Vihiga County, Kenya

Abstract

Learners’ achievement in reading comprehension is a function of the instructional methods applied by teachers. Extant literature hypes the interactive approach instruction as an effective approach for improving learners’ achievement in reading comprehension. In Vihiga County, learners’ performance in English paper of the Kenya Certificate of Primary Education (KCPE) has been lower than that of neighbouring counties, as well as poorer in the comprehension section. Although a number of studies have investigated the nexus between instructional methods and performance in national examinations in Kenya, none has targeted Vihiga County; thereby, leading to paucity of information that would support necessary interventions. This study was intended to determine effect of the interactive approach instruction on standard six learners’ achievement in reading comprehension, with a view to generating information that would support policy development, teacher training programmes, as well as spur further research in developing countries. In this regard, the interactive approach instruction was operationalised in terms of background knowledge, learner-generated questions, summary telling skills, prediction skills, and word recognition skills, each of which formed an objective. Learners’ achievement in reading comprehension was measured in terms of test scores. A quasi-experiment involving the Solomon Four-Group Design guided the research process. Foursub-counties were involved in the study. From each sub-county, 2 public primary schools were purposively sampled; thereby, yielding a sample of 8 schools. From each school, an average of 35 learners and 1 teacher of English language were also sampled purposively. Primary data were sourced between May and August 2017 from 279 learners, including 142 (50.9%) in the experimental group and 137 (49.1%) in the control group. Primary data were also sourced from 8 teachers. In the experimental group, teachers were trained on how to correctly apply the interactive approach instruction. Inferential analysis techniques included independent samples t-test of variance, which determined variance in the means scores obtained by learners in both groups; cross-tabulation with Chi-square tests, which established the significance of association between learners’ achievement in reading comprehension and various aspects; as well as multiple linear regression analysis, which estimated effect of the interactive approach instruction on leaners’ achievement in reading comprehension. The latter generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). Each model incorporated the independent variables and learners’ attributes, as moderating variables. In both models, the study established a significant difference between learners taught reading comprehension using the interactive approach and those taught using alternative methods; thereby, leading to rejection of null hypotheses. This implies that trained teachers were more effective than their untrained colleagues in applying the interactive approach instruction in teaching comprehension reading. In addition, Model 1 accounted for 41.5% of variation in learners’ achievement in reading comprehension, while Model 2 explained 34.1% of the same. This suggests that Model 1 was stronger in explaining learners’ achievement in reading comprehension than Model 2. Having considered the effect of moderating variables, it’s valid to conclude that the interactive approach instruction, when applied correctly, is likely to improve learners’ achievement in reading comprehension. In view of this, the study amplified the need for: continuous professional development and instructional resources; as well as more teachers to reduce workload; thereby, improve application of the interactive approach instruction when teaching comprehension reading.