ABSTRACT

This study investigated semantic memory cues and language experience approach on achievement, interest and self-efficacy in reading comprehension of pupils in Imo State. The study was guided by twelve research questions and twelve null hypotheses. The study adopted a non-equivalent pre-test, post-test control group quasi-experimental research design using 3x2 factorial matrix. A total sample of 174 subjects drawn using multi-sampling techniques from a population of 154,586 (79,509 males and 75,077 females) primary five pupils in public primary schools in 2018/2019 academic session in Imo State was used for the study. Three instruments namely: Test of comprehension (TOC) forms 1 & 11, Pupils’ reading comprehension interest rating scale (PRCIRS) and Pupils’ Self-efficacy Rating Scale (PSERS) were developed, validated and used for the study. The Internal consistency reliability coefficients were determined for the three instruments. The calculated reliability coefficient estimates for test of comprehension forms I and II were 0.91 and 0.89 respectively, while the estimates for the Pupils Reading Comprehension Interest Rating Scale and Pupils’ Self-Efficacy Rating Scale were 0.89 and 0.86 respectively. The instruments were administered on the pupils and were analyzed in line with the research questions and hypotheses. Descriptive statistics such as mean and standard deviation were used in answering the research questions while Analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance which revealed the following findings: Intervention using semantic memory cue teaching strategy significantly improved the achievement, interest and self-efficacy in reading comprehension of primary school pupils. Language experience approach teaching strategy significantly improved the achievement, interest and self-efficacy of primary school pupils. However, gender of the primary school pupils did not significantly influence the achievement, interest and self-efficacy of primary school pupils in reading comprehension when taught with semantic memory cue teaching strategy and language experience approaches. Among the educational implications of the study was that the achievement, interest and self-efficacy of primary school pupils depend on the use of semantic memory cues and language experience approaches. It was thus recommended that teachers should be taught how to help students acquire skills required in the use of semantic memory cues and language experience approaches.