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  1. Home
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Browsing by Author "Mwaniki, Elizabeth Wanjiku"

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    The effects of headings and highlighted words on the recall performance of standard 7 pupils: a case study of Langata Division, Nairobi
    (2011-12-01) Mwaniki, Elizabeth Wanjiku; Okatcha, F. M.; Gatumu, H. N.
    Poor academic performance is often attributed to many factors amongst them lack of mastery of particular subject skills, poor teaching, laziness among learners and poor reading habits. however, it is possible that poor performance in terms of recall of, learnt material could also be due to poor organization of instructional text that is presented to the learners. Many studies have recognized the importance of' text organization strategies such as headings, sub- headings, highlighting, summaries and previews in aiding recall. These studies have been done in Western countries and there is no local study that is readily available. This study therefore sought to establish whether the use of headings and highlighted words in instructional text enhances recall performance in learners and if so, to what extent`? The interaction of the two variables in enhancing, recall performance was also examined as well as sex differences in recall performance. This study was carried out in Nairobi with class 7 I)upils from two schools that were randomly drawn from Langata Division. A pre-test, post-test control group experimental design was employed. During the pre-test, the pupils read am English passage with no headings or highlighted words and immediately answered a 14 --item recall test. The post-test was given after a three week period whereby the same English text was read by the pupils in four groups. One group read the passage with headings. the second group with highlighted words, the thin( group with both headings and highlighted words and the fourth group without these. The same 14-item recall text was administered immediately. Descriptive and inferential statistics were used to analyse the data. Specifically the one-way ANOVA was used to determine whether the use of headings and highlighted words had a significant effect in enhancing recall performance of pupils. Twoway ANOVA was used to check for interaction effect of both strategies. A ttest was used to test whether there were significant sex differences in recall performance. The F test was used fen- testing whether the differences in the recall performance were significant or not and the Turkeys test was used to check where the differences in the groups lay. The study found out that the use of headings in a passage increased the recall performance of pupils significantly while the use of highlighted words did not. However, the combined use of the two strategies enhanced recall performance of pupils significantly. Regarding sex differences in recall performance due to the use of the two strategies, it was found out that there were significant sex differences clue to the use of headings and highlighted words with girls doing better than boys. When the two strategies were combined, no significant sex differences were found. These results go a long way in proving that the use of' organizational strategies such as headings and highlighted words do enhance recall in learners and should therefore be used by curriculum planners in instructional text for the benefit of learners.
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    Metacognition and attitudes towards reading as correlates of reading comprehension performance among standard six pupils in Dagoretti Division, Nairobi County, Kenya.
    (Kenyatta University, 2015-11) Mwaniki, Elizabeth Wanjiku
    This study sought to establish whether there was a significant relationship among pupils‟ metacognition, attitudes towards reading and their reading comprehension performance in an English passage. Differences in metacognition and attitudes towards reading due to both gender and age were also tested. Flavell‟s Model of Cognitive Monitoring and Mathewson's Model of Attitude Influence upon Reading and Learning to Read guided the study. The study adopted a correlational research design. It was carried out in Dagoretti Division in Nairobi County with a sample of 320 standard six pupils drawn from 8 public primary schools. Purposive sampling was used to select Dagoretti Division. Simple random sampling was used to obtain 4 public primary schools from each of the two Educational Zones in Dagoretti. Stratified sampling procedures were then used to ensure equal gender representation. An English reading comprehension test was used to measure the pupils‟ reading comprehension performance. A questionnaire was employed to obtain pupils‟ personal data, metacognition and attitudes towards reading. The pilot study was carried out on 40 pupils from one school in Dagoretti which was not used in the final study to check and enhance the validity and reliability of the research instruments. Descriptive and inferential statistics were used to describe and analyse the collected data. Specifically, Pearson‟s Product Moment Correlation Coefficient, ANOVA, Chi-square, t-test for independent samples, Multiple Regression Analysis and Tukeys HSD tests were utilized. The results revealed that there was a positive and significant relationship between metacognition and reading comprehension performance (r (310) = 0.41, p < 0.05) as well as between attitudes towards reading and reading comprehension performance (r (310) = 0.22, p < 0.05). Metacognitive knowledge had a higher predictive value for reading comprehension performance than metacognitive strategy use. There were no significant gender differences in metacognition ( t = - 1.25, df = 308, p > 0.05) and attitudes towards reading (t = -0.92, df = 308, p > 0.05) respectively. Significant differences in metacognition and attitude towards reading due to age were found (F= 9.50, df = 2, p < 0.05) in favour of the younger participants (10-11 year age category). Positive attitudes towards reading combined with metacognitive knowledge had significant predictive values (β = 0.25, p < 0.05) for reading comprehension. In the exploratory analysis, significant differences were found among schools in terms of their metacognition, attitudes towards reading and reading comprehension performance. In conclusion, a positive and significant relationship was found among metacognition, attitudes towards reading and reading comprehension performance. A major recommendation is that teacher trainees need to be taught metacognition so that they can later teach it to their pupils as they teach them how to read. Teachers, parents and all stakeholders in education should also help in creating conducive environments that foster positive attitudes towards reading in pupils so that they (pupils) can have more intention to read and more metacognition. This will not only improve their reading comprehension performance but also their overall academic performance.

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