This study was carried out to investigate the effect of question type on the reading comprehension
achievement of senior secondary school students’ achievement tests based on convergent and divergent question
types. The effect of gender on the performance was identified and the interaction effect was examined. Three
research questions and three hypotheses were formulated to guide the research work. The study was a nonequivalent
control group, quasi-experimental design involving one treatment and one control group conveniently
chosen from two secondary schools in Enugu metropolis. Altogether 90 students were used for the study. The
English Reading Comprehension Achievement Test (ERCAT) for the treatment and control groups were validated
and used. The achievement tests forms I and II were used for pre-test and post-test. Analysis of data was by means
and standard deviation while the interaction effect was tested using ANCOVA. A major finding was that different
question types promoted convergent or divergent thinking. Gender was not a significant factor in the type of
thinking style and the interaction effect was not statistically significant.

Download Full Page



<<< Go Back