Three-Stage Process and Conversation Methods for English Reading Comprehension Outcomes - Ajimoh Adefowora ADEUJA PDF

**NAME:** Ajimoh Adefowora **ADEUJA** **MATRIC. No.:** 149127 **TITLE:** **THREE-STAGE PROCESS AND INSTRUCTIONAL CONVERSATION METHODS AS DETERMINANTS OF LEARNING OUTCOMES IN ENGLISH READING COMPREHENSION AMONG SECONDARY SCHOOL STUDENTS IN OGUN STATE, NIGERIA** Reading comprehension (RC) is a basi...

**NAME:** Ajimoh Adefowora **ADEUJA** **MATRIC. No.:** 149127 **TITLE:** **THREE-STAGE PROCESS AND INSTRUCTIONAL CONVERSATION METHODS AS DETERMINANTS OF LEARNING OUTCOMES IN ENGLISH READING COMPREHENSION AMONG SECONDARY SCHOOL STUDENTS IN OGUN STATE, NIGERIA** Reading comprehension (RC) is a basic requirement for academic achievement and progress in school. Reports have shown that many students in Nigeria, Ogun State inclusive are deficient in RC which predisposes them to poor learning outcomes in English RC. Past studies concentrated more on problems that hinder students' comprehension of text, attitudinal concerns and textual factors than on interventions using constructivist methods of instruction. This study, therefore, explored Three-stage Process (TsPM) and Instructional Conversation (ICM) methods as determinants of senior secondary (SS) students' learning outcomes in English RC. The moderating effects of self-efficacy in reading and Vocabulary Knowledge (VK) were also examined. The Schema and Constructivist theories of learning underpinned the study while the pretest-posttest control group quasi experimental design with a 3×3×2 factorial matrix was adopted. Three Local Government Areas (LGAs) were randomly selected from Ogun State while two schools (two from each LGA) were purposively selected. Six intact classes of SS II (one per school) with a total of 293 students were randomly selected. The schools were assigned to three-stage process (122) instructional conversation (99) and 72 in control groups. The instruments used were Students' Reading Comprehension Achievement (r=0.73), Vocabulary Knowledge (r=0.80) tests, Students' Attitude to English RC (r=0.79), Students' Self--efficacy in English RC (r=0.85) questionnaires and instructional guides. Treatment lasted eight weeks. Data were analysed using Analysis of covariance at 0.05 level of significance and Bonferroni's post-hoc. The students' age was 16.00 [+] 0.32 years and 51.9% were male. There was a significant main effect of treatment on students' achievement in English RC (F ~(2;\ 291)~ = 103.46; partial η^2^ = 0.43) and but not on students' attitude to English RC. The students in TsPM had the highest post-mean achievement score (28.08) followed by those in ICM (24.80) and control (19.77) groups. There was no significant main effects of vocabulary knowledge and self-efficacy on students' achievement and attitude in RC. The two-way interaction effects of treatment and vocabulary knowledge, treatment and self-efficacy and vocabulary knowledge and self-efficacy were not significant on students' learning outcomes in RC. Treatment, vocabulary knowledge and self-efficacy had significant three-way interaction effect on students' achievement in English RC (F~(2;\ 289)~ = 2.75; , partial η^2^ = 0.04) but not on attitude. The Three-stage process and instructional conversation methods facilitated students' achievement in English reading comprehension. Teachers should adopt both methods to improve achievement in teaching English RC. **Key Words:** English reading comprehension, Three-stage process and instructional conversation methods, Vocabulary knowledge, Self-efficacy, Public secondary school students in Ogun State. **Word count:** 396 words