Effect of Motivation on NCE I Students’ Reading Comprehension Ability among Colleges of Education in Bauchi State, Nigeria

Zainal Abidina Ibrahim Mahe, Mohammed Mustapha Sa'idu, Auwal Hassan, Idris Abubakar Muhammad Bill

Abstract


This study investigated the effect of motivation on NCE I students’ reading comprehension ability in Colleges of Education in Bauchi State, Nigeria. A quasi-experimental research design involving pre-test and post-test experimental and control groups was adopted. A sample of 250 students was selected from two Colleges of Education using simple random and purposive sampling techniques. The experimental group received motivation-based instruction, while the control group was taught using conventional methods. Data were collected using a researcher-developed Reading Comprehension Achievement Test (RCAT) and analyzed using an independent t-test and ANCOVA at a 0.05 significance level. The findings revealed that motivation had a significant positive effect on students’ reading comprehension fluency, with the experimental group outperforming the control group (t = 20.018, p < .05). Additionally, a significant difference was found between male and female students in the extent to which motivation enhanced reading comprehension fluency (F(3,113) = 79.349, p < .05). The study concludes that motivational strategies are effective in improving reading comprehension ability among NCE I students and that gender influences students’ responsiveness to motivation. It recommends that teachers adopt motivational techniques and implement gender-responsive instructional strategies to improve reading comprehension outcomes. 


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References


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