Comparative Effectiveness of Instructional Graphics and Classroom Labelling Strategies on Reading Skills of Primary School Pupils

Abstract

This study investigated the effectiveness of instructional graphics and classroom labeling strategy in improving the reading skills of lower primary school pupils in a Nigerian State. Seventy -seven primary two pupils were purposively drawn from three equivalent mixed gender schools to participate in English language training program that lasted six weeks. One specialist language teacher assisted by one research assistant was retrained to teach with one of the strategies: instructional graphics, classroom labeling and traditional language instruction techniques. The teaching strategies were randomized among the three primary schools that were distantly separated from one another. The study started with a pretest, and after six weeks of the study, the post test was administered. The Instrument used was a Reading Skills Assessment Test of reliability .72. Two null hypotheses were tested in this study. The data from the tests were analyzed using Analysis of Covariance. The results show that Instructional graphics was significantly better than conventional strategy [F (1, 41) = 145.727, p < .05]. The results also reveal that classroom labeling was not significantly better than the conventional strategy [F (1, 57) = 4.054; p = .05]. These results were fully discussed and it was recommended that instructional graphics be adopted in teaching reading in primary school English language.

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