Using Reciprocal Teaching to Enhance Learner Engagement and Achievement in Blended Content Area Reading in Benue State, Nigeria

Abstract

This study investigated the effects of the utilization of the reciprocal teaching strategy on the interest and performance of Senior Secondary Two (SS2) learners in Government in Benue State, Nigeria. A quasi-experimental pre-test, post-test design was employed, with a sample of 61 learners from two intact classes selected via purposive sampling. The participants were assigned to two experimental groups: one was taught using reciprocal teaching in a face-to-face classroom, while the other experienced reciprocal teaching in a blended learning environment (combining face to-face and online instruction). Data were collected using the Learners’ Interest in Government Rating Scale (SIGRS; α = 0.79) and the Learners’ Performance in Government Test (SPGT; α = 0.87). Data on each research question were analyzed using mean and standard deviation, and hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. The results revealed that the blended learning group demonstrated a significantly greater increase in interest (mean gain = 25.49) compared to the face-to-face group (mean gain = 13.59), F(1, 58) = 44.66, *p* = .000. Similarly, the blended learning group showed significantly higher performance gains (mean gain = 25.17) than the face-to-face group (mean gain = 17.69), F(1, 58) = 57.327, *p* = .000. Furthermore, no significant gender-based differences were found in either interest (*p* = .382) or performance (*p* = .098) within the blended learning classroom. Based on these findings, it is recommended that educators adopt reciprocal teaching, particularly within a blended learning framework, to enhance learner outcomes. Additionally, the Ministry of Education should prioritize providing adequate information and communication technology facilities in schools to support the implementation of effective blended learning.