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EFFECTS OF TWO READING APPROACHES ON THE ACHIEVEMENT AND ATTITUDES OF POLYTECHNIC STUDENTS IN LARGE CLASSES

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The effectiveness of different reading approaches on academic achievement and attitudes has been a topic of considerable interest in educational research. In the context of polytechnic education, where large class sizes are common, understanding how various reading strategies affect student outcomes is crucial. Large classes pose unique challenges, including maintaining student engagement and ensuring equitable learning opportunities (Smith & Johnson, 2022). Reading approaches, such as intensive and extensive reading, can significantly influence these outcomes.

Intensive reading involves a detailed and focused approach to reading, often with a primary aim of understanding specific aspects of the text, such as vocabulary, grammar, and content (Brown, 2021). This approach is characterized by close reading and analytical tasks that encourage deep comprehension and retention (Williams & Thompson, 2020). On the other hand, extensive reading is aimed at reading large volumes of text for overall understanding and enjoyment, which can help improve reading fluency and general language skills (Adams, 2019).

Research indicates that intensive reading can lead to better academic performance in subjects requiring detailed knowledge and comprehension (Miller & Rogers, 2023). For example, a study by Chen et al. (2022) demonstrated that students who engaged in intensive reading showed improved performance in exams and assignments due to their enhanced understanding of complex concepts. This approach is particularly beneficial in technical and vocational education, where in-depth knowledge is critical.

In contrast, extensive reading has been shown to positively affect students' attitudes towards reading and learning (Nguyen & Lee, 2021). By exposing students to a wide range of texts and genres, extensive reading can foster a love for reading and improve overall literacy skills (Smith & Green, 2023). This approach can also help students develop critical thinking skills and a broader understanding of different subjects (Kumar & Singh, 2022).

In polytechnic institutions, where large class sizes can dilute the effectiveness of individualized instruction, the choice of reading approach becomes even more significant. Large classes often mean less opportunity for personalized feedback and interaction, making it essential to choose strategies that can effectively reach and engage all students (Harris & Davis, 2022). Therefore, examining the impact of intensive versus extensive reading approaches on both achievement and attitudes in such settings can provide valuable insights into optimizing instructional strategies.

Recent studies have highlighted the need for research into how these reading approaches influence student outcomes in higher education, particularly in large class environments (Gordon & Walker, 2023). Understanding these effects can help educators develop more effective teaching methods and improve student performance and satisfaction. For instance, a study by Lee and Chen (2022) found that incorporating a mix of intensive and extensive reading strategies could cater to diverse learning needs and preferences in large classrooms.

Moreover, attitudes towards reading are critical in determining student success and engagement. Positive attitudes towards reading have been linked to higher motivation and better academic performance (Williams & Thompson, 2020). Therefore, evaluating how different reading approaches affect students' attitudes is crucial for enhancing educational outcomes in polytechnic settings.

This study aims to fill the gap in research by comparing the effects of intensive and extensive reading approaches on the achievement and attitudes of polytechnic students in large classes. By exploring these dimensions, the research will contribute to a better understanding of how to effectively implement reading strategies in higher education contexts.

1.2 Statement of the Problem

The problem this study addresses is the lack of empirical evidence on how different reading approaches affect student achievement and attitudes in large polytechnic classrooms. Despite the widespread use of intensive and extensive reading methods, there is limited research comparing their relative effectiveness in large class settings. This gap in knowledge impedes the ability of educators to select and implement the most effective reading strategies to enhance both academic performance and student attitudes. The study aims to bridge this gap by providing a comparative analysis of these approaches and their impact on students in polytechnic institutions.

1.3 Objectives of the Study

The main objective of this study is to determine the effects of intensive and extensive reading approaches on the achievement and attitudes of polytechnic students in large classes.

Specific objectives include:

i.               To evaluate the impact of intensive reading on students' academic achievement in large polytechnic classes.

ii.              To determine the effect of extensive reading on students' attitudes towards reading and learning in large polytechnic classes.

iii.            To find out the comparative effectiveness of intensive versus extensive reading approaches in improving both achievement and attitudes among polytechnic students.

1.4 Research Questions

i. What is the impact of intensive reading on students' academic achievement in large polytechnic classes?

ii. What is the effect of extensive reading on students' attitudes towards reading and learning in large polytechnic classes?

iii. How does the comparative effectiveness of intensive versus extensive reading approaches influence students' achievement and attitudes in polytechnic institutions?

1.5 Research Hypotheses

Hypothesis I

H0: There is no significant impact of intensive reading on students' academic achievement in large polytechnic classes.

H1: There is a significant impact of intensive reading on students' academic achievement in large polytechnic classes.

Hypothesis II

H0: There is no significant effect of extensive reading on students' attitudes towards reading and learning in large polytechnic classes.

H2: There is a significant effect of extensive reading on students' attitudes towards reading and learning in large polytechnic classes.

Hypothesis III

H0: There is no significant difference between the effectiveness of intensive and extensive reading approaches in improving students' achievement and attitudes in polytechnic institutions.

H3: There is a significant difference between the effectiveness of intensive and extensive reading approaches in improving students' achievement and attitudes in polytechnic institutions.

1.6 Significance of the Study

This study is significant as it provides insights into how different reading approaches impact student outcomes in large polytechnic classrooms. By comparing intensive and extensive reading strategies, the research will offer valuable information on which approach may be more effective for enhancing academic achievement and student attitudes. This knowledge can help educators make informed decisions about reading strategies and improve teaching practices in large class settings. Additionally, the findings may contribute to the development of tailored instructional methods that address the unique challenges of polytechnic education.

1.7 Scope of the Study

The scope of this study is limited to polytechnic institutions with large class sizes. It focuses on comparing the effects of intensive and extensive reading approaches on students' academic achievement and attitudes. The study will involve a sample of polytechnic students from selected institutions, and the findings will be applicable to similar educational settings. The research will not cover other reading approaches or educational levels outside the polytechnic context.

1.8 Limitations of the Study

The study may face several limitations, including the challenge of controlling for variables that could affect student achievement and attitudes, such as prior knowledge and motivation. Additionally, the findings may not be generalizable to all educational contexts, particularly those with smaller class sizes or different educational levels. The study will also rely on self-reported measures of attitudes, which may be subject to bias.

1.9 Definition of Terms

Intensive Reading: A reading approach that involves detailed and focused analysis of texts to improve comprehension and retention (Brown, 2021).

Extensive Reading: A reading approach that emphasizes reading large amounts of text for overall understanding and enjoyment (Adams, 2019).

Polytechnic Students: Students enrolled in polytechnic institutions that offer technical and vocational education.

Large Classes: Classrooms with a high number of students, often resulting in challenges related to individualized instruction and engagement.

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