Effectiveness of carousel and jigsaw strategies on learners with reading comprehension difficulties in public Jhs in Koforidua, Ghana

Abstract

The study examined the effectiveness of carousel and jigsaw instructional strategies on learners with reading comprehension difficulties among public junior high schools in New Juaben South Municipality, Koforidua. The study utilized the quasi experimental nonequivalent group pretest, posttest control group design with delayed posttest. Through the purposive sampling technique, 51 learners with reading comprehension difficulties were drawn from three schools in the municipality. Two schools were assigned to the experimental groups, whereas one was assigned the control group. Achievement test in English comprehension in the form of Curriculum Based Measurement Maze Reading Comprehension Assessment was used for the data collection. Data analysis was done using means and standard deviations, ANOVA, and MANCOVA. The study revealed that both carousel and jigsaw were effective instructional strategies. Both sex and age did not have any effect on the effectiveness of the two instructional strategies used. It was concluded that learners with reading difficulty could be help out by engaging them in carousel and jigsaw instructions, since they offered learners the motivational empowerment to be in charge in their own learning. It is recommended that Regular Teachers and Special Educationists should be well resourced to utilise Carousel and Jigsaw Instructional Strategies to enhance the reading ability of learners with reading comprehension difficulties in basic schools in the New Juaben South Municpality.