Our Blog

List of recently published project topics and materials

PROJECT TOPIC- IMPACT OF USING SQ3R ON STUDENTS’ PERFORMANCE IN READING IN IKWO LOCAL GOVERNMENT AREA OF EBONYI STATE

PROJECT TOPIC- IMPACT OF USING SQ3R ON STUDENTS’ PERFORMANCE IN READING IN IKWO LOCAL GOVERNMENT AREA OF EBONYI STATE

 

CHAPTER ONE

INTRODUCTION

Background to the Study

 Reading as one of the four language skills take much portion of time in teaching and learning process. Grabe and Stoler (2002) state that reading is the ability to draw meaning from the printed page and the interpretation of the information appropriately. It means that without comprehending and interpreting the meaning of the text, the reading is useless.

English language, just like other languages, is learnt in order to perform many purposes. People learn language, learn through language and learn about language in order to be literate; to be enthusiastic and discriminating users of spoken, written and visual language in a wide range of contexts to meet their own needs and the varying demands of a changing society. They also learn it in order to understand the ways in which language varies according to socio-cultural and situational contexts and the ability to apply this knowledge when speaking, listening, reading and writing. They learn it to be dependent, responsive and active learners of language. They need to be able to make decisions about their own language learning strategies and also be aware of their own progress; use a variety of suitable strategies to compose and comprehend texts, experience texts and creatively and imaginatively respond to a wide range of texts; and demonstrate knowledge of the ways in which textual interpretation and understanding may vary according to cultural, social and personal differences and the capacity to develop reasoned arguments about interpretation and meaning (Bragg, 2005).

Like many other terms in language and education, the term ‘reading’ has been defined in several ways. Reading has been defined as ‘a uniquely human activity closely linked to mark-making and record-keeping abilities’ (Holderness 2003). The same source adds that ‘reading is an activity characterized by the translation of symbols, or letters, into words and sentences, that communicate information and mean something to the reader.

The goals of reading are wide-ranging, but, essentially, the reader aims to understand the meaning of a written text, evaluate its significance, and use what he or she has read to enhance his or her knowledge, effectiveness, or pleasure. Reading is a receptive skill in the written mode. It can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. Proficient readers use three kinds of background knowledge and textual cues: Semantic (experience of words and the meanings in different contexts); syntactic (knowledge of the structural patterns of language); and graphophonic (knowledge of letters sounds and symbols). When reading, students choose from the text cues, predict possible meanings, confirm or reject these predictions, self-connect where necessary and integrate the meaning gained from the text with their existing knowledge and understanding.

Reading consists of two interdependent fundamental processes: the visual and the mental or intellectual. The eye is used for visual perception of printed symbols while the mind is used for interpretation of what has been read. Reading is a development process which might not be completely mastered. A reader must make conscious effort to improve his/her reading ability or skills. As rightly put by Mabekoje (2003), the entire process of education and the development of literacy depend largely on printed words and reading is the crucial means through which one develops this literacy and knowledge about his environment.

The importance of reading in the social, educational and cultural lives of school children cannot be overemphasized. The undermentioned points explain the importance and relevance of reading to mankind. Reading is a ‘tool’ subject; thus, it is important to all kinds of learners. It is used in the learning of all subjects, be it history, economics and chemistry. Reading broadens readers’ horizon and is important for independent studies. It also helps in the development of other language skills, especially speaking and writing. The entire process of education and the development of literacy depend on printed words, and reading is the crucial means through which one develops this literacy and the knowledge about one’s environment (Mabekoje 2009). In view of the invaluable roles of reading in education, it is pertinent that the teaching and learning of reading be accorded special attention in our school curriculum.

One vital aspect of reading, and perhaps the most important, is comprehension of what has been perused. Comprehension may simply be defined as the ability to read and understand what is read. It also means the ability of a reader to tactically and objectively understand any written document. It is the means of making or obtaining profitable dividend from one’s reading enterprise. Comprehension is an essential aspect of reading. It is the laying hold on the meaning underlying a text or passage. It involves the ability of a reader to respond or react to what has been read. The purpose of testing reading comprehension, generally, or in the Senior School Certificate Examinations, is to ascertain whether candidates are able to: understand the main ideas of a given passage; follow the trend of thought of the writer; understand detailed information; follow given directive or instruction; and to acquire general knowledge.

Much has been written on the reading problems and reading habits of students but not much has been on the empirical testing of strategies that could revamp or revive the reading ability of learners. However, it should be noted that learning to read is not a natural process– it requires systematic and well informed instructions. It is in the light of the above scenario that this researcher wishes to explore some of the existing reading strategies that could help improve students’ incessant failure and low proficiency and achievement in reading comprehension and, of course, in English language in general. It is hoped that the findings of the experiment will provide an insight into useful and effective strategies that could be employed in the language classroom that could salvage learners from the slum of reading deficiency.

Several scholars have propounded ways in which reading materials can be properly perused. Some of the strategies advanced include: Robinson’s SQ3R (Survey, Question, Read, Recall and Review); Pauk’s OK4R (Overview, Key. Read and Use), and a host of others. However, Francis Robinson’s SQ3R (Survey, Question, Read, Recall and Review) and Solomon Unoh’s 3S3R (Survey-read, Speed-read, Study-read, Recall or Record, Review and Reflect) were selected for the present experimentation (Ola, 2011).

Nowadays the students can improve their knowledge through medium of reading such as newspaper, magazine, and journal. Comprehension as the main goal of reading skill is very important, the teacher attempts to help the students to be able to read and comprehend the text. The learner have to be able to discover the meaning which is as the purpose of the text. The learners read to construct the meaning of the text by analyzing, learning, and organizing the information that is logic to the learners. To construct the meaning of the text the readers need to know the main idea of the text. Reading comprehension involves more than readers responses to the text. It involves many interactions between readers and what they bring to the text.

SQRRR or “SQ3R” is a reading comprehension method named for its five steps: survey, question, read, recite, and review. The method was introduced by Francis Pleasant Robinson in his 1946 book Effective Study (Robinson, 1978).

In teaching reading skill the teachers have to be able to help the students to read and comprehend the text. The teacher need to lead the students to know the purpose of the text, how the sentences are connected each other in order to comprehend the content of the text. Mostly teachers when they teach reading skill they asked the students to read the text and answer the question from the text then, correct it. This teaching method makes the condition of the class bored. The teacher needs to make the students to be more active in comprehending the text.

Like many other terms in language and education, the term ‘reading’ has been defined in several ways. Reading has been defined as ‘a uniquely human activity closely linked to mark-making and record-keeping abilities’ (Holderness 2003).  The same source adds that ‘reading is an activity characterized by the translation of symbols, or letters, into words and sentences, that communicate information and mean something to the reader. The goals of reading are wide-ranging, but, essentially, the reader aims to understand the meaning of a written text, evaluate its significance, and use what he or she has read to enhance his or her knowledge, effectiveness, or pleasure.

The importance of reading in the social, educational and cultural lives of school children cannot be overemphasized. The undermentioned points explain the importance and relevance of reading to mankind. Reading is a ‘tool’ subject; thus, it is important to all kinds of learners.  It is used in the learning of all subjects, be it history, economics and chemistry. Reading broadens readers’ horizon and is important for independent studies. It also helps in the development of other language skills, especially speaking and writing. The entire process of education and the development of literacy depend on printed words, and reading is the crucial means through which one develops this literacy and the knowledge about one’s environment (Mabekoje 2009). In view of the invaluable roles of reading in education, it is pertinent that the teaching and learning of reading be accorded special attention in our school curriculum.

PROJECT TOPIC- IMPACT OF USING SQ3R ON STUDENTS’ PERFORMANCE IN READING IN IKWO LOCAL GOVERNMENT AREA OF EBONYI STATE

One vital aspect of reading, and perhaps the most important, is comprehension of what has been perused. Comprehension may simply be defined as the ability to read and understand what is read.  It also means the ability of a reader to tactically and objectively understand any written document. It is the means of making or obtaining profitable dividend from one’s reading enterprise. Comprehension is an essential aspect of reading. It is the laying hold on the meaning underlying a text or passage. It involves the ability of a reader to respond or react to what has been read.  The purpose of testing reading comprehension, generally, or in the Senior School Certificate Examinations, is to ascertain whether candidates are able to: understand the main ideas of a given passage; follow the trend of thought of the writer; understand detailed information; follow given directive or instruction; and to acquire general knowledge.

SQ3R is a comprehension strategy that helps students think about the text they are reading while they’re reading. Often categorized as a study strategy. SQ3R helps students “get it” the first time they read a text by teaching students how to read and think like an effective reader. This strategy includes the following five steps (Robinson, 1946); Survey- where the students review the text to gain initial meaning from the headings, bolded text, and charts; Question- where students begin to generate questions about their reading from previewing it; Read- As students read, they need to look for answers to the questions they formulated during their preview of the text. These questions, based on the structure of the text, help focus students’ reading; Recite- As students move through the text they should recite or rehearse the answers to their questions and make notes about their answer for later studying and Review- After reading, students should review the text to answer lingering questions and recite the questions they previously answered.

From the above, the study tend to ascertain the impact of using SQ3R on students’ performance in reading in Ikwo Local Government Area of Ebonyi State.

Statement of the Problem

In order to make the teaching process interesting and the purpose of the teaching learning process reached, the teacher need a special technique, strategy and method. The purpose of using them is to make the students easy to learn and understand the lesson. Besides making the student easier to comprehend, using a method in comprehending a text can make the teaching learning process more effective and make the students more active. There are so many methods to interact and improve the achievement of students reading comprehension. To improve the reading skill the writer is going to use SQ3R method.

The method SQ3R stands for survey, question, read, recite and review. The goal of this method is to increase students’ engagement with the text when studying content material. It is effectively persuade the students to consume information in an effort to answer key question to the subject content. It helps the students to construct the information in their mind, and make it meaningful. In comprehending the text using SQ3R method the students not only know how to comprehend but also help the students to be more active and critics in comprehending a text. In using SQ3R method the students also trained to process the information deeper. The elements of the method which are survey, question, read, recite, and review lead to an active learning process.

From the foregoing, the study tends to ascertain the impact of using SQ3R on students’ performance in reading in Ikwo Local Government Area of Ebonyi State.

Purpose of the Study

          This study is geared towards ascertaining the impact of using SQ3R on students’ performance in reading in Ikwo Local Government Area of Ebonyi State.

Specifically, it is meant to:

  1. Determine the role of SQ3R strategy in students’ performance in reading.
  2. Ascertain the advantages of using SQ3R strategy in n reading comprehension achievement of students.
  3. Determine if the implementation of SQ3R affect students’ performance in the language classroom.
  4. Ascertain the students’ responses toward the implementation of SQ3R strategy.

Significance of the Study

PROJECT TOPIC- IMPACT OF USING SQ3R ON STUDENTS’ PERFORMANCE IN READING IN IKWO LOCAL GOVERNMENT AREA OF EBONYI STATE

TO GET THE FULL PROJECT TOPIC AND MATERIAL DELIVERED TO YOUR INBOX OR DOWNLOAD INSTANTLY, PAY N5000 Via: BANK
BANKACCOUNT NAME
ACCOUNT NUMBER
DIAMOND BANK
FREEMANBIZ COMMUNICATION
007 031 2905
FIDELITY BANK
FREEMANBIZ COMMUNICATION
560 028 4107
GTBFREEMANBIZ COMMUNICATION013 772 5121
ZENITH BANK
FREEMANBIZ COMMUNICATION
101 326 3297
OR Pay Online with ATMAfter Payment, you can use the chat app at the right-hand side of your browser to download the material immediately or Text Name, Title of the project paid for, your email address to 08060755653.Do you prefer paying with Bitcoin, Ethereum, Bitcoin Cash or LiteCoin?

Hits: 13

Was the material helpful? Comment below. Need the material? Call 08060755653.

This site uses Akismet to reduce spam. Learn how your comment data is processed.