GASPRO International Journal of Eminent Scholars

ABSTRACT

The study investigated the effects of problem solving strategy on Retention in Reading Comprehension when compared to a control group taught with read-re-read approach. The design of the Study was a quasi- non randomized Pre-test, posttest control group design. The population of the Study was 6001 SS1 students while the sample were 179 students from two coeducation secondary schools purposively selected for the Study. Experimental group had 83 students while the control group had 96 students all in their intact classes. The instrument for data collection was a reading Comprehension Achievement Test which was duly validated by experts. The reliability was established using kuder Richardson formula (KR 20) and it was 0.81.one research question and one Hypothesis guided the Study. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the Hypothesis at 0.05 level of significance. The study revealed that there was a significant difference in the retention of students taught reading comprehension with problem-solving strategy and that of those taught same contents with the conventional read, reread method. One of the recommendations was that teachers should use problem solving strategy method in teaching students in order to help them learn better and to retain learnt contents.

KEYWORDS:  Problem Solving, Strategy, Retention, Reading Comprehension