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| Effect of Dialogic Reading Strategy on Lower Basic School Pupils' Academic Performance in Literacy in Moro Local Government Area of Kwara State
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Olumuyiwa Ayobami AJAYI, Ph.D, Omilola Amina OLAWOLE, Adeleye Olorunkunmi OYUNNIYI, Abike Kaliat DOSUNMU
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Abstract:
Over time, pupils' academic performance in literacy has been worse, these could be as a result of many factors such as teachers' attitude, pupils' readiness, and instructional strategy employed by teachers. For these reasons, the study looks at the outcome of dialogic reading strategy on pupils' academic performance in Literacy. Pre-test post-test control group quasi-experimental research design was used. All schools in Moro Local Government were used as population 2 private and 2 public schools in Moro Local Government, Kwara State were selected to participate in the study and simple random sampling technique was used to select the sample. Pupils' Dialogic Reading Strategic Test (PDRST) was the instrument used to collect the data. Pearson Product Moment Correlation (PPMC) method was used to calculate PDRST reliability index, and it yielded (0.75). In this study, seven research hypotheses were developed and assessed at a significance level of 0.05. Findings showed that there was significant main effect of treatment on lower basic pupils' academic performance in literacy (F (1,21) = 30.252, P < 0.05), there was no significant effect of school type on lower basic pupils' academic performance in literacy (F(1; 21) =0.901; P > 0.05) and there was no significant interaction effect of treatment and school type on lower basic pupils' literacy (F (1;;21) = .608; P > 0.05). The study concluded that dialogic reading strategy can improve pupils' academic performance in Literacy. It was therefore recommended among others that pupils should be groomed with dialogic reading strategy for adequate performance in literacy.
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