Functional literacy in reading comprehension: relative effectiveness of using interactive video instructional mode and tutorial video instructional mode in teaching

Abstract

The study investigated the relative effectiveness of the use of Interactive Video Instructional Mode (IVIM) and Tutorial Video Instructional Mode (TVIM) in teaching. It investigated this using Junior Secondary School Three (JSS 3) students’ performances in reading comprehension in Makurdi Local Government Area of Benue State. The research was guided by three research questions and three null hypotheses. The study adopted the quasi-experimental research design of pre-test, post-test of non-equivalent experimental groups. A sample of 83 JSS 3 students was sampled from two secondary schools from the study area was done using simple random sampling technique. Data were collected using Reading Comprehension Performance Test (RCPT) and analysed using mean and standard deviation to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The result showed that there was no significant difference in the effect of TVIM on male and female students’ mean reading comprehension performance scores. The research therefore recommended, among other things, textbooks, workshops and seminars on English Language teaching.

Keywords: Functional literacy, reading, relative effectiveness, interactive video instructional mode, tutorial video instructional mode