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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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open access

Published: 26 November 2018

Effect of Readers Theatre Technique on achievement in Reading Skills of Secondary School Learners in Kisumu County Kenya

Selina Alonya Kulo, Prof. Paul Odundo, Prof. Agnes Kibui

University of Nairobi, Kenya

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.01.01.18

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Abstract

Readers theatre technique is an interactive learning experience which promotes fluency and comprehension amongst learners. In the same vein, effective reading skills equip learners with requisite competence for successful academic life. The study explored the effect of Readers theatre technique on learner achievement in reading skills. Lev Vygotsky socio-constructivist theory which advocates for social interaction, scaffold and active learning anchored the study. Quasi-experimental; pre-test, post-test control groups design was adopted in which eight sub-county day public secondary schools in the peri-urban region of Kisumu County were purposively selected. Respondents were 426 learners of form three of which 205 were randomly assigned to experimental while 221 to control study groups and 19 teachers were purposively selected. Primary data was collected within eight weeks through reading skills assessment tests, questionnaires, teacher interviews, and focus group discussions for learners. The results revealed that the experimental group participants realized higher scores reading skills than the control group with the weaker learners registering greater gains. Based on the findings, the study concluded that Readers theatre technique improved learner reading fluency and comprehension resulting in effective reading skills. Further research was suggested in other skills of the English language.

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