Abstract:
The study examined the effectiveness of carousel and jigsaw instructional strategies
on learners with reading comprehension difficulties among public junior high schools
in New Juaben South Municipality, Koforidua. The study utilized the quasi experimental nonequivalent group pretest, posttest control group design with delayed
posttest. Through the purposive sampling technique, 51 learners with reading
comprehension difficulties were drawn from three schools in the municipality. Two
schools were assigned to the experimental groups, whereas one was assigned the
control group. Achievement test in English comprehension in the form of Curriculum Based Measurement Maze Reading Comprehension Assessment was used for the data
collection. Data analysis was done using means and standard deviations, ANOVA,
and MANCOVA. The study revealed that both carousel and jigsaw were effective
instructional strategies. Both sex and age did not have any effect on the effectiveness
of the two instructional strategies used. It was concluded that learners with reading
difficulty could be help out by engaging them in carousel and jigsaw instructions,
since they offered learners the motivational empowerment to be in charge in their own
learning. It is recommended that Regular Teachers and Special Educationists should
be well resourced to utilise Carousel and Jigsaw Instructional Strategies to enhance
the reading ability of learners with reading comprehension difficulties in basic schools
in the New Juaben South Municpality.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies submitted to the
School of Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Doctor of Philosophy
(Special Education)
in the University of Education, Winneba
