INFLUENCE OF GENDER, QUALIFICATION AND EXPERIENCE ON TECHNIQUES FOR TEACHING READING COMPREHENSION IN COLLEGES OF EDUCATION IN NORTH-CENTRAL NIGERIA

Abstract

Reading comprehension is one of the factors that determine success in examination among college of education students. Unfortunately, most students are challenged with reading comprehension. Research has shown that lecturers are among the factors that contribute to students’ reading comprehension dilemma in colleges of education.  Therefore, this study aims to examine the influence of gender, teachers’ qualification and experience on techniques for teaching reading comprehension in colleges of education in North-Central Nigeria. Four Colleges of Education from Nasarawa, Kogi, Niger and Kwara states were selected for the study.  A total of 40 lecturers and 200 students were randomly drawn as the sample for this study. A survey via self-administered questionnaire and students test scores were used to collect data for analysis. Data collected were analysed using frequency counts and percentages. The results indicate that gender has not much influence on techniques used in teaching of reading comprehension. However, the results reveal that teachers’ qualification and experience wield much influence on techniques used by lecturers in teaching reading comprehension. This implies that qualified lecturers should be employed to lecture at colleges of education and unqualified lecturers should be encouraged to pursue their post graduate studies (such as post graduate diploma in education, masters and Doctorate Degree in Education) on a part-time or full-time basis. This will augment the quality of their performances and accordingly advances the students’ performance which may in turn have great effects on teacher education in Nigeria.