Project – Effectiveness of Interactive Learning Aids on Students’ Reading Comprehension in English in Five Selected Secondary Schools in Agege LGA

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Reading comprehension is a fundamental skill in language learning, critical to academic success across all subjects and essential for effective communication, critical thinking, and lifelong learning (Nunan, 2017). In the English language curriculum, comprehension enables students to understand, interpret, and analyze texts, thereby improving overall literacy skills (Adeyemi & Oluwafemi, 2019). Despite its importance, many secondary school students struggle with reading comprehension, often resulting in poor academic performance and limited engagement with texts (Owolabi, 2019).

Recent advancements in educational technology have highlighted the role of interactive learning aids (ILAs) in enhancing reading comprehension. ILAs include tools such as multimedia presentations, educational software, audio-visual aids, e-books, and interactive whiteboards that promote active engagement, collaboration, and immediate feedback (Onyeka & Nwafor, 2020). Unlike traditional teacher-centered methods, interactive learning aids encourage students to interact with texts through discussion, visualization, and multimedia support, which can improve understanding, retention, and critical thinking skills (Ajuwon & Falade, 2018).

Several studies have demonstrated that the use of ILAs can significantly improve students’ reading comprehension by making abstract concepts tangible, fostering motivation, and catering to diverse learning styles (Ogunleye & Olayemi, 2021; Ifeoma, 2020). However, in many Nigerian secondary schools, the adoption of interactive learning aids is limited due to inadequate resources, insufficient teacher training, and resistance to new instructional methods (Akpan & Effiom, 2017). Consequently, there is a need to empirically examine the effectiveness of interactive learning aids in improving students’ reading comprehension in English, particularly in the context of secondary schools in Agege LGA, Lagos State.

1.2 Statement of the Problem

Reading comprehension remains a major challenge for secondary school students, contributing to poor performance in English language examinations. Reports from national examinations, including WAEC and NECO, consistently show that students struggle with understanding and interpreting written texts, which affects their overall academic performance (WAEC, 2022).

A significant factor contributing to this problem is the reliance on traditional, teacher-centered methods that do not actively engage students with texts (Owolabi, 2019). Many teachers still use lecture methods and rote memorization, limiting opportunities for interactive learning, discussion, and multimedia engagement. As a result, students are unable to develop critical reading skills, make inferences, or apply comprehension strategies effectively (Adeyemi & Oluwafemi, 2019).

Although interactive learning aids have been recognized as a powerful instructional tool to enhance comprehension, their use remains limited in many secondary schools in Nigeria. Teachers often face challenges such as lack of ICT infrastructure, inadequate training, and limited awareness of the pedagogical benefits of ILAs (Onyeka & Nwafor, 2020). Therefore, this study seeks to investigate the effectiveness of interactive learning aids on students’ reading comprehension in English in selected secondary schools in Agege LGA, providing practical recommendations for improving teaching and learning.

1.3 Objectives of the Study

The general objective of this study is to examine the effectiveness of interactive learning aids on students’ reading comprehension in English in five selected secondary schools in Agege LGA. The specific objectives are to:

1. Determine the extent to which interactive learning aids are used in teaching English reading comprehension.

2. Assess the effect of interactive learning aids on students’ reading comprehension in English.

3. Identify challenges teachers face in using interactive learning aids in teaching reading comprehension.

4. Suggest strategies to enhance the effective use of interactive learning aids in teaching reading comprehension in secondary schools.

1.4 Research Questions

This study seeks to answer the following research questions:

1. To what extent are interactive learning aids used in teaching reading comprehension in English in selected secondary schools in Agege LGA?

2. What is the effect of interactive learning aids on students’ reading comprehension in English?

3. What challenges do teachers face in using interactive learning aids in teaching reading comprehension?

4. What strategies can be implemented to enhance the effective use of interactive learning aids in teaching reading comprehension?

1.5 Research Hypothesis

The study will test the following hypothesis at a 0.05 level of significance:

H₀: Interactive learning aids have no significant effect on students’ reading comprehension in English in selected secondary schools in Agege LGA.
H₁: Interactive learning aids have a significant effect on students’ reading comprehension in English in selected secondary schools in Agege LGA.

1.6 Significance of the Study

The findings of this study are significant to several stakeholders:

• For teachers: It will provide insights into instructional strategies using interactive learning aids to improve students’ reading comprehension.

• For students: The study will enhance engagement, understanding, and performance in reading comprehension through interactive learning.

• For curriculum planners and policymakers: The results will inform decisions on ICT integration in classrooms, teacher training, and provision of resources for interactive learning.

• For researchers: The study will contribute to existing literature on interactive learning aids and their role in improving literacy skills in secondary schools.

1.7 Scope of the Study

The study focuses on the effectiveness of interactive learning aids in teaching reading comprehension in English in five selected secondary schools in Agege LGA, Lagos State. The research targets students in senior secondary classes (SS1 and SS2) as they are at a critical stage in developing comprehension skills. The study is limited to schools with access to some form of interactive learning resources, such as multimedia tools, educational software, or interactive whiteboards.

1.8 Operational Definition of Terms

• Interactive Learning Aids (ILAs): Tools or resources such as multimedia presentations, educational software, audio-visual aids, and interactive whiteboards used to actively engage students in the learning process (Onyeka & Nwafor, 2020).

• Reading Comprehension: The ability to read, interpret, analyze, and derive meaning from texts (Nunan, 2017).

• Effectiveness: The degree to which interactive learning aids improve students’ comprehension, engagement, and academic performance in English.

Project – Effectiveness of Interactive Learning Aids on Students’ Reading Comprehension in English in Five Selected Secondary Schools in Agege LGA