Please use this identifier to cite or link to this item: https://scholarbank.nus.edu.sg/handle/10635/175600
Title: THE EFFECT OF AN ACTIVITIES-BASED METHODOLOGY ON THE ACQUISITION OF SELECTED READING COMPREHENSION SKILLS
Authors: JUDITH ARUL NEE DA SILVA
Issue Date: 1987
Citation: JUDITH ARUL NEE DA SILVA (1987). THE EFFECT OF AN ACTIVITIES-BASED METHODOLOGY ON THE ACQUISITION OF SELECTED READING COMPREHENSION SKILLS. ScholarBank@NUS Repository.
Abstract: The aim of the study was to provide a description of an activities-based methodology for the teaching of reading comprehension so that it could be considered as a viable alternative to the traditional methodology by teachers of the Secondary 1 Normal Course. The study made a comparison of an activities-based (experimental) and the traditional (control) methodologies in three ways - the extent of current use, the cognitive effects in the acquisition of selected reading comprehension skills and the affective effects of the methodologies. The study was conducted in three parts. The first part was to ascertain the extent to which an activities-based and a traditional methodology were currently in use. 86 Sec 1 N teachers responded to a questionnaire. An analysis of the data derived showed that a significant number of teachers were using a traditional methodology. This study also acted as a plea study for the experiment as a sufficiently large number of teachers were not using an activities-based methodology to warrant a description of it. In the second part of the study an experiment was conducted to compare the cognitive effects of the methodologies in the acquisition of selected reading comprehension skills. The sample consisted of 197 Sec 1 N pupils from 4 secondary schools. These pupils were categorised into low and high ability groups. Two low ability groups and one high ability group was given the experimental treatment and one low ability and one high ability group was given the control treatment. No significant differences due to method or ability were noted on the t test of total mean gain scores on a pre- and post-test. This may suggest that pupils taught by an activities-based methodology will not lose out in the cognitive domain. As motivation was seen to be an important factor in promoting reading comprehension, a survey of the affective effect of methodology was undertaken as the third part of the study. A questionnaire was administered to the pupils who participated in the experiment. It seems that methodology and ability had a fairly strong affective effect on the pupils. The results showed that pupils of high ability favoured an activities-based methodology while pupils of low ability favoured a traditional methodology. The results of the study suggested that an activities-based methodology can be a viable alternative to a traditional one. The results of the test indicated no significant differences in the acquisition of the selected reading comprehension skills. An activities-based methodology also has an affective appeal for some groups of pupils. The main implication of the findings is that teachers need to be familiar with a wide range of methodologies in order to be effective teachers.
URI: https://scholarbank.nus.edu.sg/handle/10635/175600
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