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Date of this Version

Winter 5-2-2018

Citation

Professor Oshiotse Andrew Okwilagwe, Department of Library, Archival and Information Studies, University of Ibadan, Ibadan, Nigeria

Aghotor, Kowho Esther (Miss), Department of Library, Archival and Information Studies, University of Ibadan, Ibadan, Nigeria

Comments

Academic Journal

Abstract

Abstract

This study investigates illustrations use as a factor influencing reading comprehension of children's stories among pupils of selected primary schools in Ibadan, Oyo State, Nigeria. The study adopted the descriptive survey research design of Expost-facto type. The study population consists of 312 primary five and six pupils from which a total of 195 pupils were selected from five private secondary schools in Ibadan, Oyo State, Nigeria adopting the systematic random sampling technique. The questionnaire was the main instrument for data collection. It consists of 64 questions arranged in four sections. Simple percentages, mean, standard deviation and Pearson’s Product Moment correlation were used to analyse the data. The findings revealed that majority (75.4%) of the respondents often read children’s stories with weighted mean ( =2.60). The study also revealed that the level of reading comprehension of the stories by pupils was high with (81.5%) respondents and a weighted mean ( =2.50). The findings revealed that (61.0%) of the respondents often regard the appropriateness of the illustrations with weighted mean ( =2.70) and further revealed that children’s stories contain illustrations with weighted mean ( =2.21). The findings revealed that there was significant relationship between illustrations and reading comprehension. The null hypothesis was, therefore rejected (r=0.830**, P < 0.05). Based on these findings, it was therefore recommended that good and appropriate illustrations should surface the needs of school pupils. Thus, the illustrator should work closely with the author and the editor to give children more positive images and uplift them emotionally, spiritually, and intellectually.

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