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n Gender and Behaviour - Gender difference in treatment intervention of reading comprehension achievement of pupils with intellectual disability

Volume 11, Issue 2
  • ISSN : 1596-9231
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Abstract

This paper examined gender difference in achievement in reading comprehension of pupils with intellectual disability using audio-taped and individualized instructional strategies. The study adopted a pretest, post-test, quasi-experimental design. 10 pupils each were purposively selected from three special schools in Ibadan, they were assigned into two experimental groups and a control group, two instruments were used; Slossan's Intelligence Test (α = 0.86) and Reading comprehension Achievement Test (α = 0.76). Two instructional packages were equally used for the two excremental groups (Audio-taped and individualized instructional strategies). The study lasted for eight weeks. Three hypotheses were tested at 0.05 level of significance. The data were analyzed using Analysis of Covariance (ANCOVA), Multiple Classification Analysis (MCA) and Duncan post hoc. The results revealed a significant main effect of treatment in reading comprehension achievement of pupils, there was no significant gender effect on reading comprehension achievement of pupils and lastly there was no significant interaction effect of treatment and gender on reading comprehension achievement of pupils. Special educators, curriculum planners, future researchers and pupils would find the two strategies useful in the enhancement of achievement in reading comprehension of pupils with intellectual disability.

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/content/genbeh/11/2/EJC144823
2013-01-01
2016-12-10

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