@article{10.11648/j.tecs.20230804.12,
  author = {Elizabeth Asewe Oluoch and Paul Amollo Odundo and Ruth Mugo Kahiga},
  title = {Activating Background Knowledge, Reading Comprehension and Learner Achievement in Primary Schools in Nairobi City County, Kenya: Addressing Understanding},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {4},
  pages = {176-184},
  doi = {10.11648/j.tecs.20230804.12},
  url = {https://doi.org/10.11648/j.tecs.20230804.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230804.12},
  abstract = {Effective activation of background knowledge links what is known to currently read content facilitating better mastery of comprehension. However, in instances where existing knowledge is insufficient, complete comprehension of text may likely be compromised which could reduce attainment. The study examined influence of activating past knowledge on learner achievement in reading comprehension in public primary schools in Nairobi City County. The study was anchored on social constructivist theory. The investigation was built on positivist and constructivist schools of thought. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental methodology based on Solomon Four Group Design was used yielding 223 learners allocated to experimental while 253 to control groups and 8 teachers of English. Data were captured through reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions. Anticipation guide caused a positive effect on learner achievement in reading comprehension in experimental but not in control group (B=0.178 (t=2.333; p = 0.021). More still, making connections variable was 0.080 (t-value = 1.171; p-value = 0.243; B=0.009 (t-value = 1.196; p=0.902) for experimental and control groups respectively indicating no consistent relationship with learner achievement in reading comprehension. Text previewing caused a positive change in experimental and control groups (Model 1: Beta = 0.160, t=2.100, p=0.037; B=0.136, t=1.689; p=0.093). The study concluded that use of anticipation guide and text previewing to activate prior knowledge may likely improve achievement in text comprehension. The Ministry of Education should publish policies and guidelines to inform head teachers of the necessity of encouraging use of innovative techniques for enhancing reading comprehension for long-term learning.
},
 year = {2023}
}

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TY  - JOUR
T1  - Activating Background Knowledge, Reading Comprehension and Learner Achievement in Primary Schools in Nairobi City County, Kenya: Addressing Understanding
AU  - Elizabeth Asewe Oluoch
AU  - Paul Amollo Odundo
AU  - Ruth Mugo Kahiga
Y1  - 2023/11/11
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230804.12
DO  - 10.11648/j.tecs.20230804.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 176
EP  - 184
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230804.12
AB  - Effective activation of background knowledge links what is known to currently read content facilitating better mastery of comprehension. However, in instances where existing knowledge is insufficient, complete comprehension of text may likely be compromised which could reduce attainment. The study examined influence of activating past knowledge on learner achievement in reading comprehension in public primary schools in Nairobi City County. The study was anchored on social constructivist theory. The investigation was built on positivist and constructivist schools of thought. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental methodology based on Solomon Four Group Design was used yielding 223 learners allocated to experimental while 253 to control groups and 8 teachers of English. Data were captured through reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions. Anticipation guide caused a positive effect on learner achievement in reading comprehension in experimental but not in control group (B=0.178 (t=2.333; p = 0.021). More still, making connections variable was 0.080 (t-value = 1.171; p-value = 0.243; B=0.009 (t-value = 1.196; p=0.902) for experimental and control groups respectively indicating no consistent relationship with learner achievement in reading comprehension. Text previewing caused a positive change in experimental and control groups (Model 1: Beta = 0.160, t=2.100, p=0.037; B=0.136, t=1.689; p=0.093). The study concluded that use of anticipation guide and text previewing to activate prior knowledge may likely improve achievement in text comprehension. The Ministry of Education should publish policies and guidelines to inform head teachers of the necessity of encouraging use of innovative techniques for enhancing reading comprehension for long-term learning.

VL  - 8
IS  - 4
ER  - 

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