Task-Based Learning And Learner Achievement In Reading Comprehension In Primary Schools In Nairobi, Kenya: Focusing On Learner Crafted Questions

Abstract

Effective employment of question creation technique incorporates stimulation of cognitive processes while monitoring understanding for optimal learning. However, improperly crafted questions could undermine active reading by preventing learners from accurately assessing own comprehension. Objective was influence of designing questions on learner achievement in reading comprehension in public primary schools in Nairobi, Kenya. A sample of 506 was purposive, simple random sampling, principles of Solomon Four Group design and census model. The response rate was 94.1% translating to 476 learners who completed and were included in analysis. Quasi-experimental design based on Solomon Four Group Design was used yielding 223 and 253 learners assigned to experimental and control groups respectively and eight teachers of English. Data were captured using reading comprehension quizzes, questionnaires, in-class observations, and follow-up discussion sessions. Learners in experimental group obtained post-test mean of 33.47 (SD=15.55); control group obtained mean of 26.82 (SD=12.76), indicating that experimental scored highly in post-test than control group, not exposed to creating questions. The analysis obtained t-statistic of 3.24 (df=428, p=0.001), suggesting up to 99% chance that mean obtained by learners in experimental and control groups were significantly different. Prior to reading, asking questions, checking responses, and moving up and down were significantly correlated with reading comprehension ability concluding that generating questions enhances text comprehension for improved achievement. Multivariate analysis revealed that moving back and forth text caused the greatest improvement in achievement in reading comprehension in experimental and control groups (B = 0.153, Beta = 0.140, t = 2.044, p = 0.042; B = -0.149, Beta = -0.139, t = -1.911, p = 0.057). However, the effect was stronger in experimental group which could be attributed to training provided to teachers in experimental group.  Teachers should be urged to adopt self-questioning strategies when instructing reading comprehension.