Effect of Interactive Technology on Higher-Level Thinking in Reading Comprehension at Federal University of Education, Zaria, Kaduna State

Areo Kelechi Goodluck, Chukwuma Doris Ifeyinwa, Solomon Moses

Abstract


The study investigated the effect of interactive technology on developing higher- level thinking skills in reading comprehension questions among students in Federal University of Education, Zaria, Kaduna state, Nigeria. Two objectives and hypotheses guided the study. The study employed quasi-experimental design involving pre-test, post-test only design. The population consisted of 7,325 N.C.E students in Federal University of Education, Zaria, Nigeria. The target population are N.C.E II students. A purposive sampling technique was used to select a sample of 190 students across different English Language combinations. Two instruments were used namely, Reading Comprehension Skills Test (RCST) and English Comprehension Test (ECT). Both instruments were validated by experts in educational technology, educational psychology and Teaching English as a Second Language. The reliability coefficient was established as 0.75 and 0.79, respectively. Data was analysed using Analysis of Covariance (ANCOVA). The result revealed that there was a significant effect of interactive technology on the development of higher-level thinking skills in reading comprehension questions among students in students in Federal University of Education, Zaria (F= 286.574, P= .000) indicating that interactive technology has effect on the development of higher-level thinking skills in reading comprehension questions among the students Secondly, there was also a significant difference in the pre-test and post-test mean score in comprehension performance among the students (F = 70.847, P = .000) implying that higher-level thinking skills were used by the students hence, their performance in comprehension questions was better in the post-test. Based on the findings it was recommended among others that Federal University of Education should incorporate interactive technology as part of its core curriculum to enhance critical thinking skills among students and that the university should invest in digital infrastructure to provide uninterrupted access to interactive technology for all students.


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