Effect of Readers’ Theatre Technique on Learner Achievement in Reading Skills in Secondary Schools in Kisumu County, Kenya

Abstract

Readers‟ theatre technique promotes reading fluency and comprehension by employing strategies which initiate active learning experiences. Learners do not only activate background knowledge to assist in comprehension of literary materials, but also enhance fluency through prosodic reading by bringing story elements to life. However, difficulty in reading and inadequate comprehension skills impedes effective achievement in reading. This study examined the extent readers‟ theatre technique enhances learner achievement in reading skills through a quasiexperimental approach in public mixed day sub -county secondary schools in Kisumu County. Emphasizing on fluency and mastery of content, the study examined influence of interactive reading, adapting scripts, interpretive reading, collaborative reading and extensive reading on learner achievement in reading skills. Adopting social-constructivist and schema theory which emphasize on social and active interaction, scaffold and activation of background knowledge, the study sampled 447 form three learners from eight public mixed day sub-county secondary schools. 209 were randomly assigned to experimental, while 238 to control groups, and 19 teachers of English were purposively selected. Primary data was collected within eight weeks through reading skills assessment tests, questionnaires, interviews, focus group discussions, lesson observation and multidimensional fluency scale. Both descriptive and inferential statistics were employed for data analysis using SPSS version 23. Specifically, a T-test was used to establish difference in mean achievement between the two groups and multiple linear regressions was used to establish the predictive power of readers‟ theatre technique for reading skills. The study hypotheses were tested at 0.05% level of significance. Statistical comparisons between the two groups‟ average scores on the post-test showed that the treatment group outperformed the control group and thus revealed that readers‟ theatre technique was effective on attainment in reading skills. Further, the study established a positive and statistically significant relationship between readers‟ theatre technique and learner achievement in reading skills. However, discussion on plot (Beta=0.085, p-value=0.135) and reading rate (Beta=0.103, p-value=0.086) were not statistically significant on achievement in reading skills independently, but in joint statistics, were significant at p value <0.05. Both teachers and learners revealed that adapting scripts engaged learners to actively interact with literary materials, while enacting scripts built learner confidence in reading. The study concluded that readers‟ theatre technique is effective for enhancing reading skills and endorses learner-centred instructional approach in teaching reading. The study recommended that teachers of English should engage learners in interactive and collaborative reading activities for fluency and comprehension to be realized. The Ministry of Education, Teachers Service Commission, Kenya Institute of Curriculum Studies and other stakeholders should strive to support planning and distribution of reading materials to enable learners build linguistic background knowledge and have meaningful class interaction. Lastly, the study recommends learning gaps from other study variables such as gender, other school categories, other language skills and settings not influenced by cosmopolitan characteristics