TEACHER VARIABLES AS DETERMINANTS OF MATHEMAGENIC BEHAVIOUR IN READING COMPREHENSION INSTRUCTION IN OGBOMOSO, NIGERIA

Abstract

Reading is an indispensable tool through which a student can achieve a good academic pursuit and the teacher is a significant figure in achieving this through effective teaching. For a teacher to be effective and efficient at teaching, he needs to carefully plan, logically implement and evaluate adequately for feedback since it has been confirmed by language scholars that students are no more reading as they should. This study, however, examined the variable of teachers on their mathemagenic behaviour in reading comprehension instruction in Ogbomoso, Nigeria. The study is a descriptive survey of cross-sectional type and the population was all the senior secondary schools English language teacher, in both public and private schools, as well as urban and rural schools. Both quantitative and qualitative data were used to collect data from the sample. The research question was answered using the mean and standard deviation. Questions 2, 3, 5 and 6 with their corresponding hypotheses were tested using the t-test statistical method. One way ANOVA was used to test Research Question three together with the corresponding hypothesis at 0.5 level of significance. The study concluded that the sample did employ mathemagenic strategy in reading comprehension instructions. Also, Teacher Variables such as gender, educational qualification, teaching experience and school proprietorship did not pose any significant difference in the teachers’ mathemagenic behaviour but that of the school location did. It was thereafter recommended that, teachers in rural areas should buckle up as their counterparts in the urban areas by employing the needed strategies in the reading comprehension instruction so as to bridge the gap in the performances of students in the rural and urban schools