Effect of Technology-Based Auditory-Kinesthetic Strategy on Reading Comprehension among Primary III Pupils in Kaduna-South, Nigeria

Zubairu Sani Abdulkadir

doi:10.21093/ijeltal.v10i2.2066

Effect of Technology-Based Auditory-Kinesthetic Strategy on Reading Comprehension among Primary III Pupils in Kaduna-South, Nigeria

Zubairu Sani Abdulkadir

Abstract

The study focused on the effects of the technology-based auditory-kinesthetic strategy on reading comprehension of Primary III pupils in Kaduna-South, Nigeria. The objective of the study was to determine how the effects of technology-based auditory-kinesthetic instruction improve pupils’ reading comprehension for reading speed by fostering critical thinking skills, enhancing text analysis, and enabling personalized reading practices. The study employed a quasi-experimental design of non-equivalent pre-test and post-test control groups. Out of 7,765 pupils, 114 pupils were purposively selected: the experimental group had 56 pupils, and the control group had 58 pupils. Digital Whiteboards (DW), Gesture-Based Learning Platforms (GBLP), and the Real-Time-Reading-Speed Test was used to collect the data. The study used mean and standard deviation to answer the research questions and an independent samples t-test to test the hypotheses. The results showed that the strategy had significantly improved Primary III pupils’ reading comprehension for reading speed strategies, critical thinking skills, text analysis engagement, and personalized reading experiences that enhanced reading speed performance. The study recommended further study in comprehension, fluency, vocabulary, professional development and to conduct a study on the technology-based auditory-kinesthetic strategy among rural and urban language learners.

Keywords

auditory-kinesthetic learning strategy, digital learning tools, reading comprehension, reading speed, technology-based instruction

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DOI: http://dx.doi.org/10.21093/ijeltal.v10i2.2066

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