Abstract:
Reading is an essential skill that every child of school age should acquire. The
reason is that students who are able to read very well and understand what is read often
perform better academically than their counterparts who struggle to read. This clearly
demonstrates that there is a very close relationship between reading and academic
performance. Hence the researcher’s interest to investigate how reading influences the
academic performance of students, especially some first year students of Kanton Senior
High School. To investigate the topic, the researcher conducted test, interviews and also
made personal observations. The purposive sampling technique of the non-probability
sampling approach was used to sample the population for the study. The study
population of twenty-five (25) students was sampled through personal observation the
researcher made on students reading in the classroom. Three (3) teachers from the
Department of Languages were also selected for the study. Two (2) interview guides
were prepared, one for the students and the other one for the teachers. A comprehension
passage was equally given to the students to read and answer questions on it. Multiple
choice and open-ended questions were designed in accordance with recall,
comprehension, analysis and synthesis steps for the students to work on. The data
gathered were analyzed and results converted into percentages and tabulated. Findings
were made and conclusions drawn.
Description:
A DISSERTATION IN THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF FOREIGN LANGUAGES, EDUCATION AND
COMMUNICATION (FFLEC) SUBMITTED TO THE SCHOOL OF GRADUATE
STUDIES, UNIVERSITY OF EDUCATION WINNEBA, IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MASTER OF
EDUCATION IN TEACHING ENGLISH AS A SECOND LANGUAGE (M.ED
TESL)
JULY, 2017