Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria
| dc.contributor.advisor | Linake, M A | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Adepoju, Adetokunboh Abayomi | en |
| dc.date.accessioned | 2026-08-19T01:25:52Z | |
| dc.date.available | 2026-08-19T01:25:52Z | |
| dc.date.issued | 2018 | en |
| dc.description.abstract | Reading is an integral part of education from which one gets access to information. Unfortunately, reading ability among primary school pupils, the foundation level of education, is at its lowest ebb. These pupils when they get to secondary schools eventually fail external examinations-a situation which according to National Examination Council, is caused by inappropriate teaching methods. Consequent upon this, this study assessed active learning strategies used by teacher during English reading comprehension lessons in six selected primary schools in Nigeria. The main research question was: How do teachers employ active learning strategies in teaching English reading comprehension? The study adopted qualitative approach and case study design. With the use of purposive sampling technique to select six head teachers, six primary VI teachers, two members of the School Basic Committee, the Director Local Government Education Authority and six focus groups. The study used interviews, documents and focus group interview as research instruments to collect data. Data were analysed based on interpretivism paradigm which interpreted participants’ views according to the word view of the participants. The study found out that teachers have good knowledge of active learning strategies and use them in teaching English reading comprehension lessons but are faced with some daunting challenges such as non-availability of instructional materials, lack of library, lack of qualified teachers and lack of time. The study concluded that students fail woefully in English reading comprehension because teachers do not use appropriate teaching techniques. The study recommend that teachers must use active learning strategies effectively and more often during English reading comprehension, more time should be allocated for English reading comprehension, effective use of instructional materials should be considered and the government should employ specialist teachers to teach English reading comprehension. | en |
| dc.format | 274 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Adepoju, Adetokunboh Abayomi. 2018 | en |
| dc.identifier.other | vital:32838 | en |
| dc.identifier.other | http://hdl.handle.net/10353/8485 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4897 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Education, Primary -- Nigeria Learning strategies -- Nigeria | en |
| dc.subject | LCSH | en |
| dc.subject | Education, Primary -- Nigeria | en |
| dc.subject | Learning strategies -- Nigeria | en |
| dc.title | Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria | en |
| dc.title.alternative | Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria | en |
| dc.type | Thesis | en |
| dc.type | Doctoral | en |
| dc.type | PhD | en |