Use of Reflective Teaching in Reading Comprehension Achievement among Students with Emotional Behavioral Disorder
DOI:
https://doi.org/10.61841/s4wq2292Keywords:
Emotional behavior disorder, Reading comprehension, Reflective teaching, science teachingAbstract
In this study, reflective teaching was used to improve the reading comprehension achievement of
students with emotional behavioral disorder in Nsukka Local Government Area of Enugu State, Nigeria.
Particular attention was paid to the location of the schools as moderating factor. Three research questions and
two null hypotheses guided the study. The population of the study was 152 Junior Secondary School II1 students
with emotional behavioral disorder. A sample of 35 of the students from four co-educational schools was used
for the study. Reading Comprehension Achievement test was used to collect data. The instrument was face
validated by three experts, from University of Nigeria Nsukka. Content validation of the instrument was ensured
through the use of a test blueprint. A reliability index of 0.86 was obtained using Pearson’s product moment
correlation. Data collected were analyzed using mean, standard deviation and analysis of covariance. Results
show that students exposed to reflective teaching achieved higher mean reading comprehension than their
counterparts in the control group. There was no significant interaction effect of method and location on reading
comprehension achievement of students with emotional behavioral disorder.
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