ASSESSMENT OF METHODS SECONDARY SCHOOL TEACHERS USE TO TEACH READING COMPREHENSION IN ILORIN METROPOLIS, KWARA STATE, NIGERIA

Abstract

Scholarly researches, chief Examiners’ reports and results of senior secondary school students’ in external examinations have continued to reflect students’ poor performance in reading ability and comprehension. Reading comprehension is a vital component of academic success and literacy development, especially in Nigeria, where English is the primary medium of instruction. Despite its importance, students in Ilorin metropolis continue to perform poorly in reading related tasks, raising concern about the effectiveness of current teaching methods. This study examines the influence of teacher variables - gender, age, qualification, experience, school type and location – on methods being used to teach reading comprehension in secondary schools. A descriptive survey design was adopted, and data were collected using a researcher-designed questionnaire titled: Assessment of Methods Secondary School Teachers’ Use to Teach Reading Comprehension in Ilorin Metropolis (AMESSECTETERECO). Fifty English Language teachers’ from public and private schools were randomly selected. Descriptive and inferential statistics, including the t-test and ANOVA, were used for data analysis. Findings revealed that student–centered methods such as group discussion and summarization of texts are the most frequently used teaching methods. While some teachers still employ lecture-based and grammar-focused approaches, the shift toward interactive methods is evident. However, limited library resources and inadequate instructional materials hinder effective reading instruction. The study also found no significant difference in teaching methods based on teachers’ variables. It was therefore recommended that interactive teaching strategies, instructional resources and regular teacher training are to be put in place for improved performance in reading comprehension.