EFFECT OF META-COGNITIVE STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS ACHIEVEMENT AND INTEREST ON READING COMPREHENSION IN ENUGU WEST EDUCATION ZONE ENUGU STATE

ABSTRACT

This study investigated the effect of Meta- cognitive strategy on senior secondary school student’s  achievement  and  interest  on  reading  comprehension  in  Enugu  West  Education Zone, Enugu State. Six research questions and six null hypotheses were formulated to guide the study. The study engaged quasi-experimental research design. The sample for the study consisted of 201 SSS2 students from four co-educational schools in Enugu West. The experimental group comprised 100 male and female students from schools located in rural and urban areas. The control group comprised 101 male and female students from schools located in rural and urban areas.  A multi-stage random sampling technique was used to draw the four co-educational schools and two intact classes from each of the schools, and to assign schools to experimental and control groups. Both the experimental group and control group were given the same reading comprehension passage but the difference is that while those in the experimental group were taught reading comprehension with MCS, those in the control group were taught reading comprehension using the lecture method. The instruments used for data  collection  were  Reading  Comprehension  Achievement  Test  (ERCAT)  which  was marked over fifty and Comprehension Interest Inventory (CII) all were validated by three experts. The instruments were trial tested on twenty students from Queens College, Enugu. The data obtained from the trial tests were used to calculate the reliability of the instrument using Kendall’s formula and Cronbach Alpha. They yielded indexes of 0.740 and 0.743 respectively. Mean was used to answer the research questions while ANCOVA was used to test the hypotheses at P< 0.05. From the results obtained, it was found out that students in the experimental group had significant higher achievement score in reading comprehension than their counterparts who are in the control group. Also, gender had a significant effect on the achievement of students in reading comprehension but school location did not. In addition, the  interaction  effect  between  treatment  and  gender  was  not  significant  as  well  as  the treatment and school location was not significant. Based on the findings, it was recommended that English language teachers should adopt Meta-cognitive strategy in  teaching reading comprehension.  Different  tasks  which  can  aid  extensive  reading  activities  should  be employed from junior secondary schools to senior secondary school being the foundational classes. The curriculum planners should also include the use of Meta-cognitive strategy in the next review of curriculum.

CHAPTER ONE

Background of the Study

INTRODUCTION

Language has been described as the principal means used by human beings to communicate with one another. It is a system of a particular speech community. Language is human vocal noise or the arbitrary representation of this noise, used  systematically and conventionally  by  members  of  a  speech  community  for  purpose  of  communication (Osisanwo, 2009). Offorma (2009) views language as an expression that can be verbal or non-verbal  to  convey  thought,  feelings,  and  information.  The  way  the  information  is conveyed would reveal that language operates within a systematic arrangement. Language is at the heart of human activities. Any activity carried out by human employs the use of language. One of the most encompassing definition of language is that of Sapir’s in language learning (Cited in Ngonebu, 2008) which states that language is a purely human and non- instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols. Language in any society serves diverse functions but the most important of these functions is the role of language as a medium of communication (Pelt, 2005), and this role is given such a central place as a result of the natural inclination of humans to pass information. This natural desire to share feelings, ideas, and thoughts in a high multilingual nation like Nigeria creates a dire need for a language of unification and a language of national and inter ethnic communication.

As a result of the role of English as a language of international communication and the multilingual nature of the Nigerian society, English language was voluntarily adopted for official and inter-ethnic communication in the country (Akabogu, 2006). English language since then has come to serve various vital functions in the life of the nation. Of all these functions however, its role as the language of education is paramount since education gives life and essence to all other spheres of human endeavour (Obanya, 2002). This function is

given greater vigour as a result of the position given to it by the National Policy on Education

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(2004) which makes English language mandatory in secondary and tertiary education in Nigeria. It is also the language of evaluation in schools as it is used for assessing students after primary school for the First School  Leaving Certificates, Junior Secondary School Certificate Examinations, and Senior Secondary School Certificate Examinations (SSCE), Joint Admission and Matriculation Brand (JAMB) and other professional examinations.

As a result of the importance of English language in Nigeria, the Federal Government

(FRN: 2004; 16) in its National Policy in Education states:

The medium of institution in the primary school shall be the language of the immediate environment for the first three years. During this period,  English  shall  be  taught  as  a  subject. From  the  fourth  year,  English  shall progressively be used as medium of instruction.

The desire of the Federal Government of Nigeria, according to this statement is to enable students attain some level of proficiency in English to enable them to fully participate in the educational, social, economic and political aspects of the Nigerian society.

Every language is made up of four skills in their hierarchical order of acquisition as follows: Listening, speaking, reading and writing. The listening as the first of the four major language skills is the key and the gateway to language learning and it is very vital and fundamental in the process of language acquisition. The three other skills, speaking, reading, and writing build upon it and are more or less dependent on it (Mgbodile, 1999). As the child consolidates his listening skill, he moves into the speaking stage that will enable him join his speech community. Listening and speaking stages are termed natural stages because they are acquired without any formal learning. Long before the child learns to read, he or she has started to communicate. Reading is the extension of communication and it naturally builds upon listening and speaking skills already acquired. With practice and further exposure to reading materials, children gradually learn to read at primary school and perfect their reading as they move higher to secondary school and higher institutions. Skills for loud reading, silent

reading, intensive, extensive and fast reading are then acquired.  Agwu (2003), and Nduka (2003) view reading as an indispensable tool of learning at the various levels of education. Wang (2007), also support this by stating that reading is the ability to gather meaning from printed symbol taking into account both the individual’s level of reading and purpose for reading. The researcher views reading as getting facts from the printed materials.

Reading as distinct from learning to read, is an active mental process through which the reader gets into the authors mind and comprehends his view-expressed and unexpressed on a subject which is presented before him in the form of printed language (Dewey, 2002). In other words, the reader is involved in both mental and emotional interaction with the author’s ideas, processes these ideas in the light of his total experience past and present. In order to do this, the reader has to make speculations, think over, interpret, judge and evaluate all that the author  has  said.  In  comprehending  what  is  read,  mere  understanding  of  sentences  and language  are  not  enough  but  the  semantic  (underlying  meaning)  and  not  the  syntactic (sentence arrangement) content which is retained after reading.

Conversely,  comprehension  is  an  act  or  process  of  understanding  the  nature  or meaning of something, the act or process of grasping with the mind (Alberto & Troutman,

2003). Brown (2007), sees comprehension as the process of receiving language, listening or reading input. In the same vein, Greene (2001), sees comprehension in relation to reader’s ability to follow the pattern of thinking intended and structured by author’s discourse. In this wise, comprehension is rooted in and synonymous with intelligence, the ability to make a logical analysis of conceptual or cognitive relationships. This means that in order to comprehend, one must think about what one has read. Therefore, before proper reading could be said to have taken place, comprehension is inevitable and reading without comprehension is absolutely man without life.

Given the importance of English language as a subject, common sense demands that students should perform well in it but instead, it has been a downward trend. It is expected that after learning the English language for so many years; students would have reached a certain level of proficiency but it is not so. A look at the summary of English language result at secondary school level, the results of the Senior School Certificate Examination (SSCE) in Enugu State, Nigeria between 2012 – 2013 reveal that the performance of candidates in English language has not been encouraging as the rate of failure has been high. The English language examination for the senior secondary school certificate (SSCE) is divided into three distinct papers, referred to as paper I,  II, III and summary. The reading comprehension section requires that the candidates must have acquired the ability to read printed words, sentences, paragraphs and whole passages thoughtfully, meaningfully and flexibly with understanding. They are also expected to interpret such passages, identify the main ideas contained in each paragraph, make adequate and relevant inference, recall the knowledge acquired and make use of it as the need arises.

The essay writing, reading comprehension and summary carries the highest allocation in the English language examination. Eyisi (2006) explains that more weight is given to reading comprehension, writing and summarizing skills. The implication of this is that candidates who fail in paper I can hardly pass the overall English language examination. As reading   and   reading   comprehension   form   the   foundation   of   subsequent   academic development, it also occupies a central position in the senior secondary school certificate examination. Paper II is objective test and it carries the least weight in mark allocation while paper III oral English carries the next highest mark allocation after paper I. Thus, candidates who score low marks in paper II and III can hardly pass English language in the senior secondary school certificate examination.

The Chief External Examiners in English language have expressed their concern on the low performance of candidates in the subject through their reports (West African Examination Council, WAEC, 2012 – 2013). In the 2012 May/June Senior School Certificate Examination (SSCE) the Chief Examiners’ report that the English language paper was generally within the experience of the candidates, and that the paper compared favourably within those set in previous years. However, according to the report, the candidates’ performance  was  generally  disappointing  especially  in  the  areas  of  expression  and mechanical accuracy. In the comprehension section which is relevant to this work, the Chief Examiners reported that the candidates copied out chunks from the passages, indicating their lack of understanding, failure to identify main idea in a given passage, inadequate skill in making adequate inference as well as limited knowledge of vocabulary. In the area which required the candidates to replace words, they failed to put their options back into the context of the passage to see if the options chosen fitted well. Thus, they lost a lot of marks.

In the May/June, 2013, Senior Certificate Examination, the Chief Examiners reported that the examinations were generally within the learning experience of the candidates and that the papers compared favourably with previous years. However candidates’ performance was generally  poor.  According  to  them,  the  wrong  answers  to  the  reading  comprehension questions indicate that the candidates did not understand the questions. Still as in the previous years, the candidates copied large chunks from the passage for their answers. The report indicated  that   many  candidates   could   not   differentiate  between   phrase  and   clause, grammatical name and figure of speech. Vocabulary questions also proved to be unduly difficult for the candidates, indicating their limited scope of vocabulary.

In the Chief External Examiners’ Reports cited above from 2012 to 2013, it has been consistently pointed out that the examinations were generally within the learning experience of the candidates and that the papers compared favourably with previous years. However, the

candidates continued to perform poorly in each succeeding years. One therefore, wanders whether the method of teaching contribute to the continued poor performance of the candidates or their interest, gender and location.

For second language learners, there are many factors that can hinder students’ academic achievement. These problems can be traced to teachers and their teaching methods or strategies, learning environment, and gender. Augustine (2013), observes that non- enhancement of teaching with modern teaching resources, inadequate coverage of course contents, teachers inadequacy to teach effectively and inability to assimilate what teachers teach students are problems facing teaching and learning of the English language. In view of this statement, it can be inferred that this same problems are facing the teaching and learning of reading comprehension.

In teaching reading comprehension, the teacher has many teaching methods to adopt in  order  to  enhance  effective  teaching  and  learning.  Basically,  any teaching  method  or strategy chosen by the teacher should make learning activities active and practical rather than passive and theoretical. It should give students opportunity to practice what they are learning in the real context and appeal to all their language skills. There is general belief that the method or strategy chosen by English language teacher to a large extent determines students’ achievement on the language. Uzoegwu (2005) and Akabogu (2002), hold the view that the method of teaching is indispensable in the teaching learning process of English as a second language. This view is supported by Bolunde (2005), that stresses that the teaching method used by the English language teacher can affect students positively because it is a weapon of enhancing the language ability of his students.

There are many teaching strategies or methods: These include Lecture Method, Grammar-Translation Method, Cognitive Method, Communicative Method, Total Physical Response  Method  etc.  All  these  methods  are  conventional  teaching  methods.  They  are

methods that involve teachers in complete verbal instruction or expression. Communication flows from teacher to students (Anyima, 2011). These methods stress on the knowledge of language than use. Azikiwe (1998), observes that in conventional teaching methods, students learn the speech sound like parrots. Students are expected to internalize the rules of the target language through memorization.

Teaching strategies are the strategies that are used which allow learners to access the information the teachers are passing across (Richards Rodgers, 2001). The authors further state that strategy is a proper/systematic plan which aims to achieve the goal. In education, strategy means the ability to select suitable approach in teaching by means of using appropriate methods and techniques. Teaching strategy may well stand for the plans, means and specific way especially devised and employed by the teachers for guiding, directing and showing path to the learners for the realization of the set instructional or teaching and learning objectives. The authors conclude that teaching strategy and method of teaching are used simultaneously by teachers towards achieving teaching and learning objectives. Hence, teaching strategy is an offshoot of method of teaching. The two gear towards achieving the teaching and learning objectives.

Lecture method is one of the teaching methods that involves primarily an oral presentation from an instructor to students, in this aspect, lectures are delivered to students from notes with little discussion, so no serious effort is made to engage the bored minds of the students. The students may likely graduate without knowing how to think logically, write clearly and speak coherently. Panitz (2000), notes that the lecture method of teaching is familiar, easy and requires no imagination. Perhaps this is why it is the dominant method of teaching in secondary schools, colleges and universities. As a result of the shortcomings of the existing language teaching methods, the researcher has decided to investigate the effect of

– meta-cognitive strategy and interest on the achievement of students in English reading comprehension.

Meta-cognitive strategy, (MS) was developed by John Flavell (1979). The author was an   American   psychologist.   Meta-cognition   is  a  relatively  new  field   in   educational psychology.  People  engage  in  meta-cognitive  activities  everyday.  The  Meta-cognitive strategy is another strategy that could be used to teach English language, more especially reading comprehension. The strategy differs from the aforementioned methods because it is basically a student centered strategy of teaching which use small heterogeneous groups of ability levels of high, average and low achievers. Rajagopal (2008), sees meta-cognition as a form of cognition which involved active control of cognition process. Livingstone (2007), maintains that the term meta-cognition refers to higher order thinking which involves active control over the cognition processes engaged while learning. Activities such as planning how to  approach  a  given  learning  task,  monitoring  comprehension,  and  evaluating  progress towards the completion of a task are meta-cognitive in nature.

Meta-cognition plays a critical role in successful learning. It is important to study meta-cognitive activities and development to determine how students can be taught to better apply their cognitive resources through meta-cognitive control. Meta-cognitive strategy consists of those strategies required for deliberate planning, monitoring, regulation and evaluation of cognitive process and its outcome (Eze, 2007). Meta-cognitive strategy enables the learners to become aware, understand, monitor, control and manipulate their learning processes. These suggest that learners with appropriate meta-cognitive strategies are able to organize, monitor and direct their own learning process.

As students become more skilled in using meta-cognitive strategy, the students gain confidence and become more independent as learners’ independent approach leads students to assume ownership of the learning processes as they realize they can pursue their own

intellectual needs and discover a lot of information at their pace. The task of the educator then is to acknowledge, cultivate, exploit and enhance the meta-cognitive capacity of all learners (Brown, 2008). The use of meta-cognitive strategies have been suggested to be essential for learning. The strategies ensure that learners will be able to construct meaning from information. To accomplish this, the learners must be able to think about their own thought processes, identify the learning strategies that work best for them and consciously manage them as they learn (Zwahr & Brown, 2003). Good examples of meta-cognitive strategies in English language include: planning, checking, testing, reversing and evaluation (Ellis, 1999). It has been suggested that students with good meta-cognitive training demonstrate  good  academic  achievement  compared  to  others  who  lack  the  strategies. Students without meta-cognitive strategies may benefit from meta-cognitive strategies to improve their meta-cognitive and academic achievement (Pajares & Urdan, 2006). It is not only a good pedagogical tool, but also has the potential to foster and strengthen learning in schools.

The choice of using meta-cognitive strategy was based on a strong conviction by the researcher. The conviction was founded on Vygotsky’s theory and constructivist theory. Vygotsky deemed social interaction as an essential element for cognitive learning and accorded great importance to language in human thought development. According to Vygotsky, learning is a cognitive activity that takes place in social interaction. While the constructivist theory views learning as a process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. In other words, learning involves constructing one’s own knowledge from one’s own experiences.

The effectiveness of meta-cognitive strategy has been noted in some school subjects like chemistry, mathematics, physics, typewriting, government, introductory technology etc. both within and outside the country. However, the fact that meta-cognitive strategy recorded

great success in the sciences and social sciences does not mean it will yield the same result when tried out in the humanities, especially English language reading comprehension. The researcher, therefore, attempts to investigate whether the meta-cognitive strategy will have effect on the achievement of students in reading comprehension in senior secondary school in Enugu West Education Zone, Area of Enugu State.

Using meta-cognitive strategies, the following step-by-step procedure was adopted to facilitate reading comprehension.

Step I: Explanation: This involves a brief introduction of what the lesson is all about.

Step II: Assigning to groups: It involves assigning members of the class to different groups depending on the task(s) or role(s) they have to play.

Step III: Task(s)/Assignment: This involves assigning different tasks to each group.

Step IV: Execution of task(s): This involves each group planning on how to monitor, implement and accomplish its task.

Step V: Articulation: Here, groups make presentations depending on the tasks assigned to them. Others are allowed to respond to each groups presentation. The groups or individuals’ may seek assistance on how to accomplish this presentation before the time. The teacher provides necessary assistance as at when due.

Step VI: The teacher summarizes the lesson, making sure that each important point in the presentation is taken care of.

Step VII: Assessment: The teacher gives the reading comprehension test to the students.

Closely related to method is interest in language learning, interest is an important variable  in  the  achievement  of  language  learning  because  when  one  is  interested  in  a language, one becomes eager to learn it. Interest is a persisting inclination to be attentive and enjoy some activities or contents. Interest has been viewed as emotionally oriented behavioural  trait  which  determines  a  student’s  urge  and  vigour  to  tackle  educational

programme or other activities (Chukwu, 2002). Interest is useful in predicting the success and the satisfaction which an individual is likely to obtain from engaging in certain activities now and in future. Once developed and consolidated, interest tends to attain some degrees of stability (Mkpa, 2000). It is therefore important for teachers to be acquainted with adequate teaching  methods  or  strategies  and  materials  which  will  increase  students’  interest  in language learning especially English and English language reading comprehension.

Closely related to interest is gender in language learning. Gender is a variable which plays an important role in the learning process. Idyorough (2005), views gender as a social differentiation or cultural distinction between males and females and the attribution of certain roles on the basis of that differentiation. Nnamani and Audi (2005), refer to gender as socially or culturally constructed characteristics, qualities, behaviour and roles with different societies ascribe to males and females. This involves all characteristics of men and women which a particular society has determined and assigned to each sex. Academic achievement has been reported to be influenced by gender. Offorma (2009), reports that there is no significant difference in the achievement of male and female students’ in speaking French, while Umo (2001), shows that female performed better than males in Igbo grammar. Omeje (2009), found out that male students achieved higher than their female counterparts in Igbo letter writing. Likewise Oluikpe (2004), reports that gender was not a significant factor in the use of English for Academic Purpose. Gender comes into play in reading comprehension to assess the extent of male and female achievement in reading comprehension. This study will investigate the effect of gender differences in English reading comprehension.

Another variable in this study is school location; location is a particular position or geographical area. It can also mean a settlement, whether a village, town or city usually occupied by human beings (Marja, 2006). In the Nigerian educational system, schools are located in  geographical  areas  such  as  urban,  semi-urban  and  rural  areas  that  lack  good

classrooms,  language  laboratories  and  basic  infrastructure.  There  are  contrary  views  as regards the effect of school location and students’ academic achievement. Bodunde (2010), reports that school location is a significant factor in students’ achievement in Oral English. Uzoegwu (2004), also reports that school location has a significant effect on the academic achievement of students in essay writing, while Yusuf and Adigun (2010), show that location had no effect on students’ academic achievement. This invariably may affect students’ achievements in reading comprehension indirectly hence, the inclusion of the variable in the study.

Based on the previous studies, the effect of meta-cognitive strategies, interest, school location, and gender on students’ academic achievement seem to be inconsistent and contradictory. This calls for continuous and further research on the effect of meta-cognitive strategies, interest, school location and gender on students’ academic achievement from time to time and place to place. Consequently, the aim of this study is to find out the effectiveness or otherwise of meta-cognitive strategies, location, interest and gender on students’ academic achievement in English reading comprehension in senior secondary schools in Enugu West Education zone of Enugu state.

Statement of the Problem

There have been consistent reports of poor achievement in English language among Nigerian students over the years. Also, results on students’ performance in Senior Secondary Certificate Examination (SSCE) in English languages over the years have not been commendable. Failure in this subject area has often been attributed to the methods and strategies of teaching and reading skill which is the core of the school curriculum. Another observation made is the limited vocabulary which ESL students have. Previous reports from WAEC  Chief  Examiners  noted  that  in  reading  comprehension  section,  most  candidates usually exhibited poor understating by giving the surface meaning of the passage but failed to

read between the lines for the inferences. The reports also added that most candidates performed poorly in questions testing figures of speech and concluded that all these pitfalls pointed to the fact that the candidates were not adequately prepared for the examination by the schools. The conventional method of teaching reading comprehension has been found to have some limitations, one of which is that it is teacher – centred instead of learner – centred.

Therefore, considering the need to improve students’ performance in reading comprehension, the present study attempts to investigate the effect of meta-cognitive strategy and interest on the achievement of students in English reading comprehension in Enugu West Education Zone of Enugu State.

Purpose of the Study

The purpose of this study is to find out the effect of meta-cognitive strategy (MCS) on the achievement of students in English reading comprehension. Specifically, this study is aimed at:

i.      Finding out the achievement of students taught reading comprehension using meta- cognitive strategy and those taught using lecture method.

ii.      Determining the effect of meta-cognitive strategy by students gender on achievement in reading comprehension.

iii.       Determining the effect of meta-cognitive strategy by students location on achievement in reading comprehension.

iv.      Identifying  the  effect  of  meta-cognitive  strategy  on  students’  interest  in  reading

comprehension using MCS.

v.      Determining the interaction effect of treatment by gender on students’ achievement

and interest in English reading comprehension.

vi.      Determining  the  interaction  effect  of  treatment  by  school  location  on  students’

achievement and interest in English reading comprehension.

Scope of the Study

This study was carried out in Enugu West Education Zone Area of Enugu State. Enugu West Education Zone is made up of three local government areas. There are 45 public secondary schools in this area. Senior secondary school two (SSII) students were used for this study. The choice of SSII is made because the students’ performance in English reading comprehension in this area is very poor. The researcher intends to investigate the effect of meta-cognitive strategy on students’ achievement in English reading comprehension in this zone.

The study covered only reading comprehension. The reading comprehension passages were  culled  out  from  Senior  Secondary  School  Certificate  Examination  (SSCE)  past questions. The variables were limited to school location, interest, gender and meta-cognitive strategy.

Significance of the Study

The theoretical significance of this study anchored on Vygotsky theory of language learning (1978) which  explains that the process of intellectual development, takes place within  social  and  cultural  contexts,  Vygotsky  deemed  social  interaction  as  an  essential element for cognitive learning and accorded great importance to language in human thought development. According to Vygotsky, learning is a cognitive activity that takes place in social interaction. While the constructivist theorist views learning as a process in which the learner actively constructs  or builds  new idea  or concepts  based  upon  current  and  past knowledge or experience.

The finding of this study would benefit the students, teachers, education authorities, and curriculum developers. The findings of this study would also contribute to the existing knowledge about method or strategies used in the teaching of English language especially the reading comprehension.

The student would benefit from the findings of this study because the use of meta- cognitive   strategy   will   improve   their   achievement   in   English   language   reading comprehension. The students were allowed to participate and use their own cognition during teaching learning processes. Consequently, their achievement generally in English language will improve.

Application of the findings of the study pedagogically would reduce the teacher’s stress in the classroom as most of the learning activities will be carried out by the students while the teacher will just be a facilitator of learning. Meta-cognitive strategy permits the award of group scores to students. Because of the large number of students each English language teacher handles in a class group scoring would reduce the number of scripts, the teacher will have more time to prepare for subsequent lessons.

The findings of this study would enable education authorities to organize seminars and workshops where they will enlighten the English language teachers on how to use meta- cognitive strategy and impress on the teachers the necessity to use the strategy in their various schools as it will improve their students’ achievement in English language.

Curriculum developers would also benefit from the findings of this study. They will include the strategy as an innovation in language teaching strategy in secondary schools curriculum. The strategy will also be included in the curriculum used for training teachers. When this work is published, the end users will locate the findings of the study.

Research Questions

The following research questions guided this study:

1.   What are the mean achievement scores of students taught reading comprehension using meta-cognitive strategy and those taught using lecture method?

2.   What is the effect of meta-cognitive strategy by students gender on achievement in reading comprehension?

3.   What is the effect of meta-cognitive strategy by students location on achievement in reading comprehension?

4.   What  is  the  effect  of  meta-cognitive  strategy  on  students’  interest  in  reading

comprehension using MCS?

5.   What is the interaction effect of treatment by gender on students’ achievement and

interest in English language reading comprehension?

6.   What  is  the  interaction  effect  of  treatment  by  school  location  on  students’

achievement and interest in English language reading comprehension?

Hypotheses

Six null hypotheses guided this study and will be tested at alpha level of 0.05.

H01:    There was no significant difference in the mean achievement scores of students taught reading comprehension using meta-cognitive strategy (MCS) and those taught using lecture method.

H02:    There was no significant difference in the mean achievement scores of male and female students taught reading comprehension using meta-cognitive strategies.

H03:    There was no significant difference in the mean achievement scores of urban and rural students taught reading comprehension using MCS and those taught using lecture method.

H04:    There was no significant difference between the mean interest scores of student taught reading comprehension using MCS and those taught using lecture method.

H05:   There  was  no  significant  interaction  effect  of  treatment  by  gender  on  the  mean

achievement and interest scores of students’ in reading comprehension.

H06:    There  was  no  significant  effect  of  treatment  by  school  location  in  the  mean achievement and interest scores of students in English reading comprehension.

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