Presentation Title

The impact of reading instruction training for secondary school teachers in the North West Province of Cameroon

Advisor Information

Elizabeth Leader-Janssen

Location

Dr. C.C. and Mabel L. Criss Library

Presentation Type

Poster

Start Date

7-3-2014 9:00 AM

End Date

7-3-2014 12:00 PM

Abstract

This study was a pretest-posttest design to examine secondary teachers’ perceptions of reading and growth about their knowledge of reading instruction over a seven months period. The researcher facilitated a professional development workshop to the participants in two locations. The focus of the research was on secondary teachers’ attitudes and perceptions towards reading, knowledge of reading instruction and assessment, and the effective use of the library for instruction. Teachers (N=39) from six secondary catholic and government schools in the North West Province took the pretest before the workshop and (N=24) teachers completed the posttest seven months later. The survey is being analyzed using descriptive statistics, t-tests, and MANOVA. Data was analyzed and conclusions were drawn. Discussions of the findings will examined the direction of future research and practice in the area of reading instruction in Cameroon.

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COinS
 
Mar 7th, 9:00 AM Mar 7th, 12:00 PM

The impact of reading instruction training for secondary school teachers in the North West Province of Cameroon

Dr. C.C. and Mabel L. Criss Library

This study was a pretest-posttest design to examine secondary teachers’ perceptions of reading and growth about their knowledge of reading instruction over a seven months period. The researcher facilitated a professional development workshop to the participants in two locations. The focus of the research was on secondary teachers’ attitudes and perceptions towards reading, knowledge of reading instruction and assessment, and the effective use of the library for instruction. Teachers (N=39) from six secondary catholic and government schools in the North West Province took the pretest before the workshop and (N=24) teachers completed the posttest seven months later. The survey is being analyzed using descriptive statistics, t-tests, and MANOVA. Data was analyzed and conclusions were drawn. Discussions of the findings will examined the direction of future research and practice in the area of reading instruction in Cameroon.