International Journal of Educational Policy Research and Review
Vol.6 (5), pp. 124-138 September, 2019
Available online at https://www.journalissues.org/IJEPRR/
Author(s) retain the copyright of this article. Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.
Original Research Article
Effect of the interactive approach on learners’ achievement in reading comprehension in Vihiga County, Kenya: A focus on learner-generated questions
Mary Susan Anyiendah*1, Paul A. Odundo1 and Agnes Kibui1
1Department of Educational Communication and Technology, University of Nairobi, P.O BOX 30197-00100 Nairobi,Kenya.
*Corresponding Author Email: maryanyiendah(at)yahoo.com
‘Learner-generated questions’ is a component of the interactive to approach instruction, which enables learners to comprehend passages by posing relevant questions before, during or after reading, and seeking answers to such questions. In Vihiga County, learners’ sub-optimal achievement in comprehension is a key issue that contributes to the lowest performance in English language examinations in the region. Even though the linkage between interactive approach instruction and learners’ academic performance has charmed education researchers across the globe, very few of such studies have targeted Vihiga County; while fewer have delved into the connection between learners’ questioning skills and achievement in reading comprehension. The resultant information gap for policy and programming decisions remains an issue of concern to stakeholders. In response to the situation, the Solomon Four non-equivalent-Group Design was applied to guide the study, while primary data were sourced from 279 learners and 8 teachers. Linear regression analysis generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). In both models, the effect of learner-generated questions on achievement in reading comprehension was positive and statistically significant. This prompted rejection of the null hypothesis for being inconsistent with the results. Nonetheless, the effect was stronger in the experimental than in the control group; thereby, inducing the conclusion that training teachers is vital for imparting essential interactive skills, and for motivating them to apply multiple strategies to enable learners question what they read.
Key words: Interactive approach, instruction, reading, comprehension, learner-generated questions