Class Interaction, Reading Comprehension and Learner Achievement in Public Primary Schools in Nairobi County: Advancing the Vision

Abstract

Adequate class interaction during reading comprehension deepens understanding of texts for higher attainment. However, in situations where learner engagement is undermined, cognitive processes may be skewed lowering accomplishment in reading comprehension. The study focused on effect of class interaction on learner achievement in reading comprehension in public primary schools in Nairobi County, Kenya. The study was anchored on social constructivist theory. The investigation was build on positivist and constructivist schools of thought. Purposive, simple random sampling, Solomon Four Group Design principles and the census model were used to reach a sample of 476 from the eight targeted schools. Quasi-experimental methodology based on Solomon Four Group Design was used yielding 223 learners allocated to experimental while 253 to control groups and 8 teachers of English. Data were captured through reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions. Two models were generated for experimental (Model 1) and Control (Model 2) groups. Key results indicate both experimental and control groups experienced a statistically significant impact from class interaction on reading comprehension ability.  However, the effect was greater in the experimental than in control group suggesting that learners in experimental group were able to outperform the colleagues in control group due to teacher training.