Department of Educational Foundations and Curriculum, Ahmadu Bello University, Zaria, Nigeria
Yusuf, H., Department of Educational Foundations and Curriculum, Ahmadu Bello University, Zaria, Nigeria
This study focused on using “think and search” questions to enhance student’s performance in reading comprehension. A sample of sixty (60) senior secondary schools from Kaduna metropolis was used for the study. Quasi experimental research design was used for the study. Government Secondary School, Kigo Road was used as the experimental school, while Government Secondary School Ungwan Muazu was used as the control school. Senior secondary two (i.e SS2) students were used for the study. Thirty (30) students (intact class) from each of the schools were used for the study. Both groups were exposed to six (6) weeks of teaching. Prior to teaching, both groups were exposed to pretest to establish the homogeneity of the two groups of students. Both groups were assessed after six (6) weeks of teaching using reading comprehension test. T-test was used to test the hypothesis raised in the study. The findings revealed significant differences in the performance of students taught reading comprehension using “think and search” questions. Teachers are encouraged to enhance students’ performance in reading comprehension by engaging students in “think and search” questions during reading comprehension lessons. Curriculum planners and text book writers are equally encouraged to provide think and search questions for students before during and after every reading comprehension passage as a means of evaluating each reading task. © The Turkish Online Journal of Educational Technology.