Effect of Brain-Based Learning Strategy on Junior Secondary School Students` Reading Skills in English Language in Maiduguri Metropolis, Nigeria

Abstract

This study deals with the Effect of Brain-Based Learning Strategy on Junior Secondary School Students’ Reading Skills in English language. The study seeks to examine the extent to which the use of a brain-based learning strategy determines the abilities of students in the five sub-skills of reading. These are: pronunciation, vocabulary, grammar, fluency, and reading comprehension. A quasi-experiment design was used. The population of the study comprised all junior secondary school two (JSS II) students of a selected school in Maiduguri Metropolis, Borno State, Nigeria. Two intact classes of the same level from the selected school formed the experimental and control groups respectively. One hundred and twenty (120) students were selected to participate in the study using convenience sampling technique. A self-developed instrument entitled ‘English Language Reading Skills Test’ (ELRST) was administered as a pretest and posttest to the participants to determine their homogeneity as well as the effect of the strategy. The reliability of the instrument was obtained through Cronbach Alpha’s reliability test at the 0.05 level of significance. The data were analysed using independent sample t-test and eta squared was used to examine the effect size. The findings of the study revealed that the brain-based learning strategy has a significant effect on students’ reading skills. It is, therefore, recommended that teachers be trained to effectively deploy brain-based learning strategies in their instruction.

Keywords: Brained-Based Learning Strategy, Reading Skills, Pronunciation, Vocabulary, Grammar, Fluency and Reading Comprehension.