Teacher’s Teaching Methodology as Determinants of Secondary School Students’ Achievement in English Reading Comprehension in Lagos State

Abstract

Many studies have tried to address the issues of students’ reluctance to read and poor academic achievement in reading comprehension. As central as reading is to students’ social and academic advancement, many of them are negatively disposed to reading and consequently, perform poorly in reading comprehension tasks. Against this backdrop, this paper examines teacher’s teaching methodology (TTM) as determinants of students’ achievement in English reading comprehension in selected secondary schools in Lagos State. The paper adopts Kenneth S. Goodman’s transmission model which emphasizes the written text as the most important element in reading comprehension. Fifty (50) students were selected through random sampling technique from fourteen (14) purposively 
selected schools in Lagos. This gave a total of seven hundred (700) respondents which formed the sample for data collection. The instrument for this study was a self-generated Questionnaire on Teachers’ Teaching Methodology (QTTM) with adapted question on Reading Comprehension Achievement Test (RCAT). The findings revealed that the independent variable of TTM has considerable influence on students’ achievement in English reading comprehension in Lagos State. The study therefore concludes that better teaching methods should be adopted for teaching English 
reading comprehension in secondary schools in Lagos State to enhance students’ academic achievement in the subject matter.