Effect of Context Cues Strategy on Students' Vocabulary Development in Reading Comprehension among Secondary School Students in Kontagora Metropolis, Niger State, Nigeria
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| Natura: | Recurso digital |
| Lingua: | inglese |
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Zenodo
2026
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| _version_ | 1866901802434166784 |
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| author | Zubairu, Zainab Omoshola, Ashom Musa Maisamari & Jeno Mary Enighe |
| author_facet | Zubairu, Zainab Omoshola, Ashom Musa Maisamari & Jeno Mary Enighe |
| contents | <p>This study examined the effect of context cues strategy on vocabulary <br>development in reading comprehension among Senior Secondary School Two <br>(SS2) students in Kontagora Metropolis, Niger State, Nigeria. Employing a <br>quasi-experimental pre-test, post-test control group design, 160 students from <br>two public schools were purposively sampled (80 males in the experimental <br>group receiving explicit context cues instruction and 80 females in the control <br>group exposed to conventional methods) over six weeks. Data were collected <br>using a validated 20-item Reading Comprehension Achievement Test (RCAT) <br>and analyzed via descriptive statistics and Analysis of Covariance (ANCOVA) <br>at a 0.05 significance level. Results revealed a statistically significant <br>improvement in vocabulary development for the experimental group (pre-test <br>mean = 1.88, post-test mean = 4.32, mean gain = 2.44, F(1,157) = 343.157, p <br>< .001, η² = .686), indicating a large effect size and superior performance over <br>the control group (pre-test mean = 2.19, post-test mean = 2.65, mean gain = <br>0.46). Grounded in Rumelhart's (1977) Interactive Reading Model, the <br>findings underscore the strategy's efficacy in enhancing word acquisition and <br>retention through semantic, syntactic, graphophonic, and pragmatic cues. <br>Recommendations include integrating context cues into the national English <br>curriculum and mandating teacher training to address vocabulary deficits in <br>under-resourced northern Nigerian contexts. Keywords: Context cues strategy; <br>vocabulary development; quasi-experimental design; reading intervention; <br>secondary education; Nigerian ESL; instructional efficacy.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19572391 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Effect of Context Cues Strategy on Students' Vocabulary Development in Reading Comprehension among Secondary School Students in Kontagora Metropolis, Niger State, Nigeria Zubairu, Zainab Omoshola, Ashom Musa Maisamari & Jeno Mary Enighe Context vocabulary cues strategy; development; quasi-experimental design; reading intervention; secondary education; Nigerian ESL; instructional efficacy <p>This study examined the effect of context cues strategy on vocabulary <br>development in reading comprehension among Senior Secondary School Two <br>(SS2) students in Kontagora Metropolis, Niger State, Nigeria. Employing a <br>quasi-experimental pre-test, post-test control group design, 160 students from <br>two public schools were purposively sampled (80 males in the experimental <br>group receiving explicit context cues instruction and 80 females in the control <br>group exposed to conventional methods) over six weeks. Data were collected <br>using a validated 20-item Reading Comprehension Achievement Test (RCAT) <br>and analyzed via descriptive statistics and Analysis of Covariance (ANCOVA) <br>at a 0.05 significance level. Results revealed a statistically significant <br>improvement in vocabulary development for the experimental group (pre-test <br>mean = 1.88, post-test mean = 4.32, mean gain = 2.44, F(1,157) = 343.157, p <br>< .001, η² = .686), indicating a large effect size and superior performance over <br>the control group (pre-test mean = 2.19, post-test mean = 2.65, mean gain = <br>0.46). Grounded in Rumelhart's (1977) Interactive Reading Model, the <br>findings underscore the strategy's efficacy in enhancing word acquisition and <br>retention through semantic, syntactic, graphophonic, and pragmatic cues. <br>Recommendations include integrating context cues into the national English <br>curriculum and mandating teacher training to address vocabulary deficits in <br>under-resourced northern Nigerian contexts. Keywords: Context cues strategy; <br>vocabulary development; quasi-experimental design; reading intervention; <br>secondary education; Nigerian ESL; instructional efficacy.</p> |
| title | Effect of Context Cues Strategy on Students' Vocabulary Development in Reading Comprehension among Secondary School Students in Kontagora Metropolis, Niger State, Nigeria |
| topic | Context vocabulary cues strategy; development; quasi-experimental design; reading intervention; secondary education; Nigerian ESL; instructional efficacy |
| url | https://doi.org/10.5281/zenodo.19572391 |