Effect of Task-based Learning on Learner Achievement in Reading Comprehension in English Language in Public Primary Schools in Nairobi City County, Kenya

Abstract

Task-based learning through activation of background knowledge helps in manipulating reading materials to produce newer meanings for enhanced mastery of comprehension passages. To achieve heightened scores, structured activities tend to sequentially present tasks which stimulate interest and capture innate abilities which may most likely promote accomplishment of designated assignment for ease of generation of new knowledge from passages. However, when tasks in comprehension passages are inappropriately structured, assigned activities may most likely be missed out compromising attainment of intended competencies for generation of new knowledge. Social constructivist and interactive reading theory emphasizing social interaction, scaffolding and instigating top down and bottom up processes were employed in the study. To address issues arising from inappropriate implementation of task-based learning processes, the investigation sought to investigate effect of task-based learning on learner accomplishment in acquisition of concepts to generate information in support of policy, practice and research. Task-based learning was operationalized in terms of reading skills, instructional skills, resource utilization and learner attitudes. The methodology was premised on paradigms which gave rise to deeper understanding of generation of new knowledge and skills presented on positivism, interpretivism, pragmatism, critical theory and constructivism. The study adopted Solomon Four non-equivalent group design. The target population comprised public primary schools in Nairobi City County. Four sub counties were involved in the study and from each sub county 2 schools were purposively sampled totalling 8 schools with a sample of 476 standard 7 learners divided into experimental and control groups of 223 and 253 respectively included in analysis. In addition, 8 teachers of English, were purposively included. Data collection process covered 8 weeks during which daily summaries were condensed to weekly reports which condensed into interim thesis drawn from qualitative which was later merged to constitute draft thesis. Primary data were sourced from questionnaires administered to teachers and learners, achievement tests for learners, lesson observations and follow-up discussion sessions. Inferential analysis techniques included independent samples t-test of variance which determined variance in the mean scores obtained by learners in both groups, cross tabulation with Chi-square tests which established the significance of association between learner achievement and various sub-dimensions and multiple regression analysis which estimated effect of task-based learning on learner achievement in reading comprehension. Two models were created, one for the experimental (Model 1) and control group (Model 2) integrating independent variables and learner characteristics as intervening variables. The study revealed that summary skills in acquisition of reading skills caused the greatest improvement in experimental and control groups (Beta=0.173, t=1.911, p<0.05; Beta=0.212, t=1.684, p<0.093). Again, in instructional skills, the largest effect in both models was as a result of class interaction (Exp. Beta=0.465,t=3.426, p<0.05); (Cont. Beta=0.282,t=2.155, p<0.05), indicating that the learner’s ability to interact during the lesson produced significant effect in using both the task-based learning and traditional methods in reading comprehension. More still, the study established that the largest effect in both models was as a result of resource appropriateness (Exp. Beta= .308, t=2.292, p=0.023<0.05); (Cont. Beta=0.401, t=2.638, p=0.09<0.05). Furthermore, class interaction (F=5.867; p=0.001), learning environment (F=5.773, p=0.001) and overall learner attitude (F=4.461, p=0.004), indicated a significant association with the post test scores. The study recommends integration of task-based learning in teacher training to equip trainees with requisite skills for accelerated learning. Further, policy orientation be redefined to reverse ineptness in knowledge,

skills and willingness to embrace innovations in teaching learning processes for higher learning achievement. Further, studies to unpack teacher competence, instructional support structure and redefining policy orientation to stimulate acquisition of 21st century skills premised on task-based learning for strengthened acquisition of life skills.