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Open QR ImageMary Gertrude Egah; Jeno-Mary Enighe; Sabina H. Gomwalk
Greener Journal of Educational Research | Greener Journals | 2026
Paper ID: RQL-PAPER-2026-000071 | DOI: 10.15580/gjer.2026.1.032326039 | Views: 8
Publication Date: 2026-02-28 | Volume: 16 | Issue: 1 | Pages: 21-28
Type: Journal article | Discipline: Education | Subject Area: - | Language: English
DOI: 10.15580/gjer.2026.1.032326039
This study investigated the effects of Pre-Reading Activities on Junior Secondary Students’ Achievement in terms of inferential and critical comprehension in Nassarawa Eggon Local Government Area (LGA) in Nasarawa State, Nigeria. Two objectives and two research questions were raised, while two hypotheses were formulated and tested at 0.05 level of significant. The study employed non-randomize pre-test, post-test quasi-experimental control group research design. The population of the study comprised of 2,467 Junior Secondary 11 students from all the 38 public secondary schools in the study area, with a sample of 100 participant from two intact classes. The experimental group consisted 0f 55 students, while the control group consisted of 45 students. The study employed simple random sampling technique to select the schools that were used for the study. Reading Comprehension Achievement Test (RCAT) was used as the instrument for data collection. Descriptive and inferential statistics of Mean and standard deviation were employed to answer the research questions and the hypotheses, at 0.05 level of significance using Analysis of Covariance (ANCOVA). The findings revealed that the treatment group taught reading comprehension skills using pre-reading activities scored higher than the control group. There was a significant difference in the achievement mean scores of the treatment group against the control group. The study concluded that the implication of the findings showed that teachers of English language could use the pre-reading activities to help in improving students ’achievement in other aspects of English language. It was recommended among others that teachers of English language should ensure the use of appropriate teaching strategies to activate students’ prior knowledge to enhance their achievement in reading comprehension and interpretation of what they read.
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