Monica Thomas Ogar, Oliver Chibuike Nwangwu & Abigail Ezekiel Lazarus
Abstract
This paper investigated the effectiveness of SQ3R technique on students’ performance in reading comprehension in Calabar Municipality, Cross River State, Nigeria. Two research questions and two hypotheses were tested at 0.05 level of significance. A pre–test–post–test quasi-experimental was the research design employed. Simple random sampling was used to select two co-educational schools and 131 SS2 students from two intact classes. The instrument for data collection was a Reading Comprehension Performance Test (RCPT). The pretests and posttests were administered to subjects in experimental and control groups to determine their mean performance scores in reading comprehension. Only the experimental group took the treatment as they were taught for four weeks using the SQ3R technique. Research questions were answered, and the null hypotheses were tested using Analysis of Covariance (ANCOVA). The results revealed that there was a significant difference in the pretest and post-test mean achievement scores of students taught using the SQ3R technique (F=4.879; p=.029). Also, there was no significant difference in the mean performance score of male and female students (F=.273; p=.603). It was recommended, among others, that SQ3R should be adopted in secondary schools as a reading technique to improve students’ reading comprehension.