ABSTRACT
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This study sought to explore the effects of reciprocal peer tutoring (RPT) Learning strategy on reading comprehension achievement and social interaction of pupils with emotional behavioural disorders. Six research questions and six nul hypotheses guided the study. The research design adopted for this study was quasi-experimental design with a non-equivalent pre-test post-teat control group design with one treatment and one control group. A total of 62 (30 males and 32 females identified (2016/2017 session) elementary five pupils with emotional behavioural disorders drawn from four public primary schools in Nsukka Local Government Education Authority using random sampling technique were used for the study. Three research instruments namely: Emotional Behavioural Disorders Identification scale (EBDIS), Test of Comprehension (TOC) forms, one and two and pupils’ Social Interaction Scale were used for the study (PSIS) and two training programmes namely: Reciprocal Peer Tutoring Training Programme(RPTSTP) and Conventional Teaching Method Lesson Plan were developed, validated and used for the study. The Test of Comprehension (TOC) form one and Pupils Social Interaction Scales were used for pre-treatment assessment, while (TOC) form two and (PSIS) were used for post-treatment assessment. Internal consistency reliability coefficients were determined for the three instruments using cronbach alpha method and reliability indices of 0.68 and 0.76 were got for TOC forms one and two, while PSIS yielded an overall reliability estimate of 0.77. Data obtained through the administration of TOC and PSIS were organized and analyzed using mean scores, standard deviation and 2×2 analysis of covariance (ANCOVA). The findings were Intervention using RPT significantly improved reading comprehension achievement of pupils with EBD. Gender as a factor in the study has no significant influence on the reading comprehension achievement of pupils with EBD. Gender as a factor in the study has no significant influence on the social interaction of pupils with EBD. There was no significant interaction effect of treatment using RPT learning strategy and gender on reading comprehension achievement of pupils with EBD. A major educational implication of the findings was that training in RPT learning strategy could improve reading comprehension achievement and social interaction of pupils with EBD. It was thus recommended that emphasis should be given to equipping pupils with the relevant skills in using RPT learning strategy and that teacher preparation institutions should incorporate RPT learning strategy in the relevant areas of the curriculum units and expose both the pre-service and in-service teachers to this learning strategy.
CHAPTER ONE
INTRODUCTION
Background of the Study
Learners’ ability to comprehend what they read depends on their acquisition of reading skills. Reading skills, according to Colorado (2007), range from summarizing, sequencing, inference, drawing conclusion, self-questioning, problem solving, relating background knowledge, distinguishing between facts and operation, and finding main ideas. Reading comprehension helps pupils to construct meaning from texts, as well as to examine and extend the meaning of the text (Presley, 2006). Reading comprehension involves the process of encoding and processing information by relating incoming information to the already stored information or ideas (Colorado, 2007). It is an attempt at understanding a text that is read or the process of constructing meaning from a text. Difficulty in comprehending deprives readers the opportunity of understanding what the writer is trying to convey. It hinders the reader’s ability to transfer knowledge, learn new skills or gain pleasure from text. Poor reading comprehension skill denies readers the chance of gathering information which helps them to function efficiently in the society they belong (Michael, 2006).
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Success in school requires that learners comprehend what they read. The ultimate goal of reading comprehension is to impact on the learner the ability to understand written passages and materials to evaluate them and use them for one’s needs. However, evidence abound of poor achievement in subjects that require reading comprehension such as English language, Mathematics, Primary Science, Social Studies etc among most of primary school pupils in Enugu State and Nsukka Local Government Education Authority in particular (Ministry of Education-MOE, Enugu State, 2012-2016). For instance, a close analysis of the results of the transition examination into junior secondary schools in Nsukka Local Government Education Authority for the years 2012. 2013, 2014, 2015 and 2016 shows that only 56%, 53%, 48%, 38% and 35% of the pupils respectively passed well enough to be given admission into junior secondary schools (Common Entrance Result Examination Development Centre, MOE Enugu State, 2012/2016). Achievement is the outcome of education; that is the extent to which the pupil, teacher or institution has achieved their educational goals. Poor achievement is poor performance.The observed poor achievement of pupils in the transition examination was related to poor reading comprehension which was suspected to be linked with ineffective teaching. The ineffective teaching results from the continuous use of conventional teaching method by most teachers for instructional delivery; which decreases pupils’ interest in learning and is responsible for learners’ poor achievement. (Akinbola, 2009). According to Oranu (2003), conventional teaching methods such as lecture and demonstration are regarded as content driven and certainly not learner centered.
Conventional teaching methods are teacher-centered and predominantly used for instructional delivery in Nigerian schools, including primary schools (Okon, 2002). Okon maintained that conventional teaching methods, relative to modern instructional techniques are not challenging enough to the academic needs of the learners. Therefore, Barnstein (2006) stated that modern instructional techniques are more effective and interactive, especially for any child at primary school level. This situation has continued to create concern in the minds of teachers, parents, curriculum experts and evaluators; especially because of the importance of primary education in the survival of the whole educational system and national development and when the poor achievement has been blamed on EBD.
The Federal Republic of Nigeria (FRN, 2004) stipulated in the National Policy on Education (NPE) that primary education is referred to as the education given in an institution for children aged 6 to 11 plus. Primary school education is the foundation upon
which all other levels of education are built. Primary school education is the bed-rock for the success of other levels of education (FRN, 2004). Primary education plays a crucial formative role in the survival of the whole educational system. A primary five child which was used as sample is a pupil in the first level of education where most Nigerian children come in contact with formal eduction. A child is defined as a person who has not attained the age of eighteen (18) years. child’s Rights Act (2003). A pupil is defined by Enhlish Law as a person, usually young, who is learning under the close supervision of a teacher at school or a private tutor. English law, (Dictionary. Com).
A number of conferences and workshops have been organized with a view to addressing the problem of poor achievement of children in primary schools in subjects that require reading comprehension such as English language, Mathematics, Primary Science, Social Studies etc. As a result, a number of strategies have been recommended for teaching so that pupils can read and understand better. These include: Enquiry-discovery method (Ekpo, 2006) and use of information and communication technology (ICT) in the classroom (Olorundare, 2006). These recommended approaches seem quite interesting in their theoretical and practical orientation but evidence shows that the problems are still prevalent as could be seen from the Enugu State Ministry of Education’s (2012 -2016) transition examination results into junior secondary schools. The poor achievement becomes more worrisome when one considers the literature evidence that seems to suggest that the presence of academic deficits and relationship problems in social interaction could be as a result of emotional behavioral disorders (EBD) (Hallahan & Kauffman, 2006).
An emotional behavioral disorder is a behavioural problem which borders on emotional disability characterized by inability to build or maintain satisfactory interpersonal relationships with peers and/or teachers. Others characteristics are inability to learn which cannot be adequately explained by intellectual, sensory or health factors; consistent or chronic inappropriate type of behavior or feelings under normal conditions; displayed pervasive mood of unhappiness or depression; and displayed tendency to develop physical symptoms, pains or unreasonable fears associated with personal or school problems (IDEA, 2004). The focus of this study is on two aspects of these characteristics which are: inability to learn that cannot be explained by intellectual, sensory, or other factors and inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (U.S. Department of Education, 1999: 12). Emotional behavioural disorder could also be defined as an inability to learn or maintain satisfactory interpersonal relationship with teachers or peers which is not associated with intellectual or health but a disability of unhealthy mind. In fact, some think that people are identified as having this disability when adults in authority say so (Hallahan & Kauffman, 2006). In other words, in many cases the application of the definition is subjective. Definitions of this disability, including the one used in Individuals with Disabilities Education Act (IDEA) 2004, are based on the one developed by Bower (1982). The IDEA (2004) used the term emotional disturbance to describe pupils with emotional behavioral disorders which is the special education category under which pupils whose behavioral emotional responses are not typical served. Old versions of IDEA (2004) used the term serious emotional disturbance to describe this disability area, but ‘serious’was dropped in 1999 when the U.S. Department of Education created the regulations for the 1997 version of IDEA. The U.S government did not, however, change the substance of the definition when it changed the term. It was intended strictly to eliminate the pejorative connotation of the term ‘serious’ (U.S. Department of Education, 1999). In addition, some implied parts of the federal government definition are important to understand. For example, although only one characteristic listed in the IDEA 2004 definition needs be present for the student to qualify for special education. For the child to be described as being emotionally disturbed, the child’s educational performance must be adversely affected. Since nearly every person experiences some mild maladjustment for short periods of his or her life, the definition also requires that the child exhibits the characteristic for a long time and to a marked degree, or significant level of intensity.
When discussing the problems of pupils with (EBD), the dimensions may inlude dangerous and disturbing characteristics such as aggression, disruptiveness, and defiance. These are generally considered most severe and pervasive (Gresham, 2000). As a result of the experience of the different abuses by the children serving as house helps, they may internalie more hostile view of the world, develop negative pattern of thoughts and negative self-talk: and these have negative implication for healthy engagement with others. They may fail to learn empathy which helps one to feel for others and serves s inhibiting factor for engaging in harmful behaviours towards others. They may develop poor sense of self which may lead to the recycling of their negativity about social interaction and about life in general. These children may also exhibit the two characteristics of U.S Department of Education definition, which are: (a) inability to learn not explained by intellectuall, sensory,l or other factors, and (b) inability to build or maintain satisfactory interpersonal relationship, which are of particular interest to this study. However, empirical studies (Cullinan, 2003) have found that elementary school pupils with EBD experience deficits in each of the five characteristics of the IDEA definition of Emotional Disorders. However, empirical studies (Cullinan, 2003) have found that elementary school pupils with EBD experience deficits in each of the five characteristics of the IDEA definition of Emotional Disorders.
Evidence emanating from Western Europe tends to suggest that reciprocal peer tutoring (RPT) has the potential of improving the academic achievement and social interaction of pupils with emotional behavioural disorders (Ward & Ward, 2006). Not much evidence has been recorded in Nigeria. The academic achievement of a child could be defined as the learning outcome of the child. Academic achievement or (academic) performance is the outcome of education; that is the extent to which a pupil, teacher or institution has achieved their educational goals. Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important; whether procedural skills or declarative knowledge such as facts (Ward & Ward, 2006).
Social interaction includes those acts people perform towards each other and the response they give in return. It is the process by which peolple act and react to those around them. Having a quick conversation with a friend may seem trivial. However, Goffiman (2006) argued that the seemingly insignificant forms of social interaction should not be overlooked. Coleman discussed the link between social interations among peers in school and academic outcomes and concluded that a child’s peer group influences social and academic development. Pellegrini (2002) stated that the influence of social interaction on academic achievement of learners begins at the very early stage of formal education of the learners. Peer interations should be organized to influence academic achievement and social interation of the child.
Reciprocal peer tutoring (RPT) was defined by (Esteve, 2005) as a learning situation where pupils take turns acting as the tutors and the tutees for instruction or review of academic material. In this case, pupils exchange roles during tutoring session, both giving and receiving academic assistance while the teacher supervises rather than participates in the intervention. The pupils dialogue among themselves as each learner acts in response to another. The dialogue is usually structured by the use of four strategies, sometimes known as the Fabulous Four (Oczkus, 2003), which are predicting, clarifying, questioning and summarizing. The goal of reciprocal peer tutoring is to use discussion to enhance pupils’ reading comprehension, develop self-regulatory and monitoring skills, and achieve overall improvement in motivation (Allen, 2003). Conventional teaching strategies on the other hand are the traditional teaching methods adopted by the classroom teachers in delivering their lessons such as lecture method, story telling among others.
Reciprocal peer tutoring was developed by Pigott, Fantuzzo, Heggie and Clement (1984) and tested on children with academic needs. In RPT procedure, pupils are assembled in groups of two or more and are trained to work together to prompt, monitor and evaluate one another, while working toward group goals. The pupils alternate between the roles of tutor and tutee in groups. Pupils work together in the groups to achieve established goals or rewards that are contingent upon group achievement. RPT requires that the pupils earn points for correctly responding to academic task as each member of the group contributes to the attainment of the goal, and ensures that no one person can be responsible for the group success (Esteve, 2005).
