The Effects of Listening Comprehension Strategies Instruction on ESL Learners Achievement in English Studies: An Empirical Study.
DOI:
https://doi.org/10.37134/ajelp.vol12.1.2.2024Keywords:
English Studies, listening comprehension strategy, genderAbstract
The purpose of this study was to find out the effect of listening comprehension strategies instruction on junior secondary school students’ achievement in English Studies. The research design is based on a quasi experimental non-randomized pretest, and posttest control group design. A total of 499 students constituted the sample size drawn from the three (3) sampled schools of an all-girls, a coeducational and an all-boys junior secondary schools in Edo State, Nigeria. One intact class in each of the schools used was randomly selected and assigned to an experimental and a control group. Those in the experimental group were taught listening comprehension strategies, while those in the control group were not taught listening comprehension strategies. One instrument titled English Studies Examination Questions (ESEQ) was used to collect the data for the study. The data collected were analyzed using independent sample t-test and analysis of variance (ANOVA) to test the hypotheses at alpha level of 0.05 significance. Results obtained from data gathered indicated that subjects in the experimental group taught listening comprehension strategies performed better than the subjects in the control group not taught listening comprehension strategies. Female students in the experimental group performed better than the male students in the experimental group. It was recommended among others that English Studies teachers should teach listening comprehension strategies in the language classroom.
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