EFFECT OF VIRTUAL INSTRUCTIONAL STRATEGY ON SECONDARYSCHOOL STUDENTS' READING COMPREHENSION PERFORMANCE INTHE FEDERAL CAPITAL TERRITORY, ABUJA

Abstract

This study investigated the effect of virtual instructional strategy on secondary school students' reading
comprehension in the Federal Capital Territory, Abuja. The research set out to determine whether a comparative
difference exists in students’ interest in reading comprehension activities and the literal level in the reading
comprehension performance of the students taught a virtual instructional strategy and those taught with a
conventional instructional strategy. A quasi-experimental design was adopted for the study. To guide the study,
two research questions were raised. Through the purposive sampling technique, a sample of 54 SSS 2 students
was drawn from two private secondary schools in Abuja Municipal Area Council (AMAC), Federal Capital
Territory, Abuja. Data were collected using the research instrument called the Reading Comprehension Test
(RCT), adapted from New English Concept SSII. Simple percentage, standard deviation, mean, and t-test were
used as statistical tools for the study. The results indicated that virtual instruction is effective in influencing
students’ interest in reading comprehension activities and also fostering reading comprehension at the literal level.
It was recommended that teachers should train and enhance students’ skills and aptitudes in summarising,
evaluating and thinking at literal, inferential and critical levels using online activities, videos, audio, pictures and
other text materials that are educationally appropriate.