Authors :
Margaret Samuelson Udo; Dr. L. N. Abraham
Volume/Issue :
Volume 8 - 2023, Issue 4 - April
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/3p9XQmF
DOI :
https://doi.org/10.5281/zenodo.7902126
Abstract :
The study investigated the effects of Digital
Interactive Multimodal Reading strategy (Images) on
students’ motivation, academic performance and retention
in reading comprehension using a quasi-experimental
design of pre-test, post-test control type and descriptive
survey on 80 University students’ selected from a
population of 400 students in English Studies, year II of
the University of Port Harcourt using the purposive
sampling techniques. Three research questions and three
hypothesis are used to direct the course of the research
and the instruments for the study are; Modified
Multimodal Reading Motivation Questionnaire
(MMRMQ) and Students Performance Test on Reading
Comprehension (SPTRC). The reliability coefficients of
0.82 and 0.78 were obtained using Kuder-Richardson
21(KR- 21) formula. The instruments were validated by
two experts in English Studies and one expert in
measurement and evaluation unit of the University of Port
Harcourt. Data obtained using MMRMQ and SPTRC
were analyzed using the descriptive statistics of mean
(mean percentage) and inferential statistics of analysis of
covariance (ANCOVA). Findings show that there is a
significant difference between students’ performance and
retention in reading comprehension of students who were
taught using the Digital Interactive Multimodal Reading
strategy (Images) and those taught using conventional
Lecture Method (CLM). However there is no significant
difference between motivation when taught using Digital
Interactive Multimodal Reading strategy (Images) and
those taught using conventional Lecture Method (CLM).
Based on these findings, it is recommended that Digital
Interactive Multimodal Reading strategy (Images)or
visuals be incorporated into reading instructions in
higher institutions in order to improve students’
performance and retention in reading comprehension.
The study investigated the effects of Digital
Interactive Multimodal Reading strategy (Images) on
students’ motivation, academic performance and retention
in reading comprehension using a quasi-experimental
design of pre-test, post-test control type and descriptive
survey on 80 University students’ selected from a
population of 400 students in English Studies, year II of
the University of Port Harcourt using the purposive
sampling techniques. Three research questions and three
hypothesis are used to direct the course of the research
and the instruments for the study are; Modified
Multimodal Reading Motivation Questionnaire
(MMRMQ) and Students Performance Test on Reading
Comprehension (SPTRC). The reliability coefficients of
0.82 and 0.78 were obtained using Kuder-Richardson
21(KR- 21) formula. The instruments were validated by
two experts in English Studies and one expert in
measurement and evaluation unit of the University of Port
Harcourt. Data obtained using MMRMQ and SPTRC
were analyzed using the descriptive statistics of mean
(mean percentage) and inferential statistics of analysis of
covariance (ANCOVA). Findings show that there is a
significant difference between students’ performance and
retention in reading comprehension of students who were
taught using the Digital Interactive Multimodal Reading
strategy (Images) and those taught using conventional
Lecture Method (CLM). However there is no significant
difference between motivation when taught using Digital
Interactive Multimodal Reading strategy (Images) and
those taught using conventional Lecture Method (CLM).
Based on these findings, it is recommended that Digital
Interactive Multimodal Reading strategy (Images)or
visuals be incorporated into reading instructions in
higher institutions in order to improve students’
performance and retention in reading comprehension.
