Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy

Elizabeth Asewe Oluoch; Paul Amollo Odundo; Ruth Mugo Kahiga

doi:doi:10.11648/j.ijeedu.20231203.15

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Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy

Elizabeth Asewe Oluoch, Paul Amollo Odundo, Ruth Mugo Kahiga

Published in International Journal of Elementary Education (Volume 12, Issue 3)

Received: 23 August 2023 Accepted: 11 September 2023 Published: 20 September 2023

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Abstract

Summary skills support acquisition of reading capabilities by strengthening knowledge of text through identification of critical ideas, creation of concise notes and restatement of concepts for sustainable comprehension competencies. In instances where the technique is inadequately developed, capacity of the learner to sift through content in text to identify themes, filter own words and integrate messages may be compromised. The study examined effect of summary skills in acquisition of reading for learner achievement in comprehension. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental design based on Solomon Four Group Design was used yielding 223 learners assigned to experimental while 253 control groups and 8 teachers of English. Reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions were used in capturing data. Learners in experimental group obtained post-test mean of 33.47 (SD=15.55); control group obtained mean of 26.82 (SD=12.76), indicating that experimental scored highly in post-test than control group, not exposed to task-based learning method. The analysis obtained t-statistic of 3.24 (df=428, p=0.001), suggesting up to 99% chance that mean obtained by learners in experimental and control groups were significantly different. In addition, variable school was significantly associated with learning outcomes in comprehending text (p<0.000). Analysis revealed up to 95% chance that learner achievement in reading comprehension significantly associated with restating ideas in own words (X² =20.823, df=9, p-value=0.013). Furthermore, results indicated that main concept displayed significant and positive association with learner achievement in reading comprehension in experimental and control groups at 95% CI and 90% CI respectively; (Model 1: Beta = 2.223, t = 2.120; Model 2: Beta = 1.673 t = 1.754. The study suggested that teachers be enlightened about the need of adopting multiple techniques to assist the learner to develop summary abilities in order to heighten greater levels of understanding and better grades.

Published in	International Journal of Elementary Education (Volume 12, Issue 3)
DOI	10.11648/j.ijeedu.20231203.15
Page(s)	82-89
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Main Idea, Making Notes, Reading Skills, Restating Ideas, Summary Skills

References

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APA Style

Elizabeth Asewe Oluoch, Paul Amollo Odundo, Ruth Mugo Kahiga. (2023). Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy. International Journal of Elementary Education, 12(3), 82-89. https://doi.org/10.11648/j.ijeedu.20231203.15

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ACS Style

Elizabeth Asewe Oluoch; Paul Amollo Odundo; Ruth Mugo Kahiga. Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy. Int. J. Elem. Educ. 2023, 12(3), 82-89. doi: 10.11648/j.ijeedu.20231203.15

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AMA Style

Elizabeth Asewe Oluoch, Paul Amollo Odundo, Ruth Mugo Kahiga. Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy. Int J Elem Educ. 2023;12(3):82-89. doi: 10.11648/j.ijeedu.20231203.15

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@article{10.11648/j.ijeedu.20231203.15,
  author = {Elizabeth Asewe Oluoch and Paul Amollo Odundo and Ruth Mugo Kahiga},
  title = {Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {3},
  pages = {82-89},
  doi = {10.11648/j.ijeedu.20231203.15},
  url = {https://doi.org/10.11648/j.ijeedu.20231203.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231203.15},
  abstract = {Summary skills support acquisition of reading capabilities by strengthening knowledge of text through identification of critical ideas, creation of concise notes and restatement of concepts for sustainable comprehension competencies. In instances where the technique is inadequately developed, capacity of the learner to sift through content in text to identify themes, filter own words and integrate messages may be compromised. The study examined effect of summary skills in acquisition of reading for learner achievement in comprehension. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental design based on Solomon Four Group Design was used yielding 223 learners assigned to experimental while 253 control groups and 8 teachers of English. Reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions were used in capturing data. Learners in experimental group obtained post-test mean of 33.47 (SD=15.55); control group obtained mean of 26.82 (SD=12.76), indicating that experimental scored highly in post-test than control group, not exposed to task-based learning method. The analysis obtained t-statistic of 3.24 (df=428, p=0.001), suggesting up to 99% chance that mean obtained by learners in experimental and control groups were significantly different. In addition, variable school was significantly associated with learning outcomes in comprehending text (pX2 =20.823, df=9, p-value=0.013). Furthermore, results indicated that main concept displayed significant and positive association with learner achievement in reading comprehension in experimental and control groups at 95% CI and 90% CI respectively; (Model 1: Beta = 2.223, t = 2.120; Model 2: Beta = 1.673 t = 1.754. The study suggested that teachers be enlightened about the need of adopting multiple techniques to assist the learner to develop summary abilities in order to heighten greater levels of understanding and better grades.},
 year = {2023}
}

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TY  - JOUR
T1  - Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy
AU  - Elizabeth Asewe Oluoch
AU  - Paul Amollo Odundo
AU  - Ruth Mugo Kahiga
Y1  - 2023/09/20
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231203.15
DO  - 10.11648/j.ijeedu.20231203.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 82
EP  - 89
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231203.15
AB  - Summary skills support acquisition of reading capabilities by strengthening knowledge of text through identification of critical ideas, creation of concise notes and restatement of concepts for sustainable comprehension competencies. In instances where the technique is inadequately developed, capacity of the learner to sift through content in text to identify themes, filter own words and integrate messages may be compromised. The study examined effect of summary skills in acquisition of reading for learner achievement in comprehension. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental design based on Solomon Four Group Design was used yielding 223 learners assigned to experimental while 253 control groups and 8 teachers of English. Reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions were used in capturing data. Learners in experimental group obtained post-test mean of 33.47 (SD=15.55); control group obtained mean of 26.82 (SD=12.76), indicating that experimental scored highly in post-test than control group, not exposed to task-based learning method. The analysis obtained t-statistic of 3.24 (df=428, p=0.001), suggesting up to 99% chance that mean obtained by learners in experimental and control groups were significantly different. In addition, variable school was significantly associated with learning outcomes in comprehending text (pX2 =20.823, df=9, p-value=0.013). Furthermore, results indicated that main concept displayed significant and positive association with learner achievement in reading comprehension in experimental and control groups at 95% CI and 90% CI respectively; (Model 1: Beta = 2.223, t = 2.120; Model 2: Beta = 1.673 t = 1.754. The study suggested that teachers be enlightened about the need of adopting multiple techniques to assist the learner to develop summary abilities in order to heighten greater levels of understanding and better grades.
VL  - 12
IS  - 3
ER  -

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Author Information

Elizabeth Asewe Oluoch

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Paul Amollo Odundo

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya
Ruth Mugo Kahiga

Department of Educational Communication, Technology and Pedagogical Studies, University of Nairobi, Nairobi, Kenya

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Elizabeth Asewe Oluoch, Paul Amollo Odundo, Ruth Mugo Kahiga. (2023). Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy. International Journal of Elementary Education, 12(3), 82-89. https://doi.org/10.11648/j.ijeedu.20231203.15

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ACS Style

Elizabeth Asewe Oluoch; Paul Amollo Odundo; Ruth Mugo Kahiga. Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy. Int. J. Elem. Educ. 2023, 12(3), 82-89. doi: 10.11648/j.ijeedu.20231203.15

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AMA Style

Elizabeth Asewe Oluoch, Paul Amollo Odundo, Ruth Mugo Kahiga. Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy. Int J Elem Educ. 2023;12(3):82-89. doi: 10.11648/j.ijeedu.20231203.15

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@article{10.11648/j.ijeedu.20231203.15,
  author = {Elizabeth Asewe Oluoch and Paul Amollo Odundo and Ruth Mugo Kahiga},
  title = {Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {3},
  pages = {82-89},
  doi = {10.11648/j.ijeedu.20231203.15},
  url = {https://doi.org/10.11648/j.ijeedu.20231203.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231203.15},
  abstract = {Summary skills support acquisition of reading capabilities by strengthening knowledge of text through identification of critical ideas, creation of concise notes and restatement of concepts for sustainable comprehension competencies. In instances where the technique is inadequately developed, capacity of the learner to sift through content in text to identify themes, filter own words and integrate messages may be compromised. The study examined effect of summary skills in acquisition of reading for learner achievement in comprehension. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental design based on Solomon Four Group Design was used yielding 223 learners assigned to experimental while 253 control groups and 8 teachers of English. Reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions were used in capturing data. Learners in experimental group obtained post-test mean of 33.47 (SD=15.55); control group obtained mean of 26.82 (SD=12.76), indicating that experimental scored highly in post-test than control group, not exposed to task-based learning method. The analysis obtained t-statistic of 3.24 (df=428, p=0.001), suggesting up to 99% chance that mean obtained by learners in experimental and control groups were significantly different. In addition, variable school was significantly associated with learning outcomes in comprehending text (pX2 =20.823, df=9, p-value=0.013). Furthermore, results indicated that main concept displayed significant and positive association with learner achievement in reading comprehension in experimental and control groups at 95% CI and 90% CI respectively; (Model 1: Beta = 2.223, t = 2.120; Model 2: Beta = 1.673 t = 1.754. The study suggested that teachers be enlightened about the need of adopting multiple techniques to assist the learner to develop summary abilities in order to heighten greater levels of understanding and better grades.},
 year = {2023}
}

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TY  - JOUR
T1  - Summary Skills and Learner Achievement in Reading Comprehension in Nairobi, Kenya: Prospects, Constraints and Policy
AU  - Elizabeth Asewe Oluoch
AU  - Paul Amollo Odundo
AU  - Ruth Mugo Kahiga
Y1  - 2023/09/20
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231203.15
DO  - 10.11648/j.ijeedu.20231203.15
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 82
EP  - 89
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231203.15
AB  - Summary skills support acquisition of reading capabilities by strengthening knowledge of text through identification of critical ideas, creation of concise notes and restatement of concepts for sustainable comprehension competencies. In instances where the technique is inadequately developed, capacity of the learner to sift through content in text to identify themes, filter own words and integrate messages may be compromised. The study examined effect of summary skills in acquisition of reading for learner achievement in comprehension. The targeted eight schools arrived at a sample of 476 using purposive, simple random sampling, principles of Solomon Four Group design and census model. Quasi-experimental design based on Solomon Four Group Design was used yielding 223 learners assigned to experimental while 253 control groups and 8 teachers of English. Reading comprehension tests, questionnaires, in-class observation and follow up discussion sessions were used in capturing data. Learners in experimental group obtained post-test mean of 33.47 (SD=15.55); control group obtained mean of 26.82 (SD=12.76), indicating that experimental scored highly in post-test than control group, not exposed to task-based learning method. The analysis obtained t-statistic of 3.24 (df=428, p=0.001), suggesting up to 99% chance that mean obtained by learners in experimental and control groups were significantly different. In addition, variable school was significantly associated with learning outcomes in comprehending text (pX2 =20.823, df=9, p-value=0.013). Furthermore, results indicated that main concept displayed significant and positive association with learner achievement in reading comprehension in experimental and control groups at 95% CI and 90% CI respectively; (Model 1: Beta = 2.223, t = 2.120; Model 2: Beta = 1.673 t = 1.754. The study suggested that teachers be enlightened about the need of adopting multiple techniques to assist the learner to develop summary abilities in order to heighten greater levels of understanding and better grades.
VL  - 12
IS  - 3
ER  -

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