Effects of Survey, Question, Read, Recite and Review Technique on Reading Comprehension Performance of Students in Tertiary Institutions in Nigeria

This study assessed the effects of survey, question, read, recite and review technique on reading comprehension performance of students in tertiary institutions in Nigeria. Three research questions and three null hypotheses were developed for the study.  Quasi-experimental design involving pre-test, treatment and post-test was adopted for the study. The population included all the 100 level English Language Education students in University of Nigeria Nsukka, 2024/2025 academic session. Purposive sampling was adopted for the study. The sample size was 100. A test titled RCT, constructed by the lead researcher was used as the instrument for the study. A pilot study was conducted determine the reliability of the test. The reliability coefficient was measured using Kendals test of Concordance. The reliability was 0.75. This showed that the test was highly reliable. Pre-test analysis extablished the shared homogenous level of the respondents in reading comprehension skills.  After pre-test, based on their scores, the subjects were divided into two homogenous groups of 50 each; experimental group, and the control group. The experimental group was given treatment using the SQ3R Technique, while the control group was taught using the TMTRC. The data collected was analysed using descriptive statistics, while the hypotheses was tested using inferential statistics at 0.05 level of significance (t-test). SPSS program was used for the analysis by a statistician. The findings from the study revealed that those taught reading comprehension using the SQ3R technique perform significantly better at the literal, inferential, and critical levels than those taught using the TMTRC in University of Nigeria Nsukka. It was therefore recommended that Lecturers in tertiary level should adopt the SQ3R technique in their classroom instruction of reading comprehension.