Effects of Discussion Method on SS2 Students’ Attitude in English Language Reading Comprehension in Toro, Bauchi State, Nigeria

Isah Abdulkarim Tilde, Irene W. Yakubu, Shu'aibu Saidu

Abstract


This study was carried out to investigate the effects of discussion method on SS2 students’ attitude in English reading comprehension in Toro LGA, Bauchi state Nigeria. The study adopted quasi-experimental research design specifically pretest posttest non-equivalent control group. The population of the study was SS2 students of 21 public senior secondary school in the local government. Currently there are 4,452 SS2 students. Two schools with the population of 84 students were purposively sampled. A questionnaire Students’ Attitude Scale on English language Reading Comprehension Curriculum (SASELRCC) developed by the researchers, that was validated constructively by three experts was the instrument for data collection. The validated instrument was pilot-tested on a homogeneous population to establish its reliability. And, Pearson product moment coefficient was use to estimate the stability of the instruments. The coefficient of 0.75 was ascertained. Two research questions and two hypotheses guided the study. Data was analysed using Mean and Standard deviation to answering the research questions and Analysis of Covariance ANCOVA for testing the hypotheses at 0.05 level of significant. The findings of the study revealed that discussion method has a significant effect on students’ attitude as the Mean of Experimental group increased after the treatment (66.03>52.21) also the result indicated that there was no significant difference in the students’ attitude towards English reading comprehension based on gender, as their mean result was almost the same 66.55 and 65.57 for male and female students respectively. Hypotheses tested, indicating that there was a significant difference between the pretest and posttest while the second hypothesis the there is no significant difference in attitude of male and female students of the experimental group. The study recommended that school management should organize workshops on teaching methods regularly and teachers should concentrate on students-centred method of teaching.


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