RP-Department of Educational Communication and Technology
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Browsing RP-Department of Educational Communication and Technology by Author "Bwire, Adelheid M."
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Item Impact of Motivation on Junior High School Students' Interest in Reading Comprehension in Hohoe Municipality: A Literature Based Review(African Journal of Emerging Issues (AJOEI), 2020) Adansi, Joana Emefa; Miima, Florence A.; Bwire, Adelheid M.Purpose of the study: This paper examined the impact of motivation on junior high school students' interest in reading comprehension in Hohoe municipality. Research Methodology: Literature based study. Findings: Motivation is one of the essential factors that have a direct impact on the development of comprehension skills. Students are very much interested in any reading material that is with humor, fun, enjoyment and pleasure. Teachers /tutors are the real models and motivators in arousing students' motivation. Conclusions: Motivation is one of the essential factors that have a direct impact on the development of comprehension skills. There are four types of motivation: Intrinsic motivation, extrinsic motivation, integrative motivation and instrumental motivation. Teachers are the real models and motivators in arousing students' motivation. Besides, based on the literature reviewed, it can be concluded that educational institutions should specifically focus their students' attention on the crucial role of motivation in reading in their instructional courses. Recommendations: It is recommended that teachers should make the classroom an enjoyable place to stimulate students and increase their confidence, spontaneity and self- stimulation. Teachers need to pay attention to students' interests and their requirements. Furthermore, teachers need to allocate more time for reading of the scripts. Likewise, it is recommended that learners need to be motivated in learning and developing their knowledge through focus on the comprehension skills. In addition, it is recommended that teachers need to go beyond their traditional roles by providing opportunities for their students to become motivated and develop their reading comprehension proficiency.Item Pedagogical Techniques Teachers Use to Bolster Extensive Reading Habits in Secondary Schools in Kenya(International Knowledge Sharing Platform, 2020) Mwangi, Francis G.; Bwire, Adelheid M.This study addresses the issue of pedagogical techniques for extensive reading in secondary schools in Kenya at a time when concern is being expressed about declining reading habits in the institutions of learning. Learners nowadays have taken to social and mass media and rarely read anything extra outside the prescribed texts. Even the wide spread national examination malpractice witnessed recently could be traced to the decline in reading interest and poor reading habits among secondary school learners. Effective use of pedagogical extensive reading techniques can greatly improve learners’ achievement in English and also enhance their reading habits. This study was prompted by the observed poor reading in English by secondary schools learners in Laikipia County in Kenya. Among some of the possible explanations for this scenario are that students in the County did not adequately read books extensively coupled with other determinants that influence their performance in English. The study investigated the pedagogical techniques used by teachers to bolster extensive and pleasure reading habits. The study was guided by The Schema Theory. The descriptive survey research design was used for this study. Fifteen secondary schools in Laikipia County were sampled by proportional stratified sampling technique in five subcounties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) English language teachers. Simple random sampling was used to sample 327 students out of about 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and documents analysis guide. The instruments were pilot tested to ensure validity and reliability in a co-educational secondary school in the neighbouring county that was not included in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient which was 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objectives. The analyzed data revealed various reading pedagogical techniques which included analysis of the title and the blurb before reading, formation of mental images while reading and writing book reviews after reading. Acute shortage of reading resources was a major hindrance to engagement in extensive reading in schools. The study recommended that schools should ground learners on reading techniques and also come up with strong extensive reading policy to promote independent reading.Item Role of Extensive Reading Habits in Students’ Acquisition of Composition Writing Skills in English in Kenya(International Knowledge Sharing Platform, 2020) Mwangi, Francis G.; Bwire, Adelheid M.Despite the important role reading proficiency plays in learners daily lives both within and outside school, there has been a lot of concern from educationist, researchers and media in Kenya who have reported a saddening trend on poor reading culture among many students in Kenya, This study was prompted by the observed poor reading and writing in English by secondary schools learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between extensive reading habits and composition writing amongst learners. The study was guided by Schmidt's (1975) Schema Theory. The descriptive survey research design was used for this study. Fifteen secondary schools in Laikipia County were sampled by proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) English language teachers. Simple random sampling was used to sample 327 students out of about 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. The instruments were pilot tested to ensure validity and reliability in a co- educational secondary school in the neighbouring county that was not included in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient which was 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. Analysis of Variance (ANOVA) was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was found that learners who engaged actively in extensive reading performed better in composition writing than those who did not. However, it was established that acute shortage of reading resources was a major hindrance to engagement in extensive reading in schools. The study recommended that schools should come up with strong extensive reading policy to promote independent reading so as to improve their writing skills.