Venn Diagram, Cooperative Learning and Reading Comprehension Skills Acquisition among Pupils with Attention Deficit Hyperactivity Disorder in Akwa Ibom North West District

Kingsley Ezechinyere Nwachukwu, Celestina Nwakaego Richard Asikpo and Philip Olaoluwa Olota
Additional contact information
Kingsley Ezechinyere Nwachukwu: Department of Earlychildhood and Special Education, University of Uyo, Uyo Nigeria
Celestina Nwakaego Richard Asikpo: Department of Earlychildhood and Special Education, University of Uyo, Uyo Nigeria
Philip Olaoluwa Olota: Department of Earlychildhood and Special Education, University of Uyo, Uyo Nigeria

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 5, 1193-1208

Abstract: The study investigated the effect of Venn Diagram and Cooperative Learning on Reading Comprehension Skills Acquisition among Pupils with Attention Deficit Hyperactivity Disorder in Akwa Ibom North West District†. In order to achieve this purpose, eight objectives, and hypotheses were formulated to guide the study. Quasi-experimental design, specifically, the non-randomized pretest and post-test control group was adopted for the study. The population of the study comprised all the 5,817 primary three pupils with ADHD in all the 410 public primary schools in Akwa Ibom North West Senatorial District, as at 2024/2025 academic session. A sample size of 66 pupils with ADHD from 12 intact classes was used for the study. A multistage sampling technique was adopted to obtain a representative sample for the study. Four instruments were used in this study namely Teacher Nomination Checklist (TNC), Attention Deficit Hyperactivity Disorder Diagnostic Checklist (ADHDDC) by APA (2013), Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-IV) and Pupils Reading Comprehension Skills Acquisition Test (PRCSAT). Kuder Richardson formula 21(K-P21) was used to estimate the reliability Coefficient of Pupils’ Reading Comprehension Acquisition Test (PRCAT) which yielded reliability coefficient index of 0.93. Cronbachs Alpha statistic was used to estimate the reliability Coefficient of ADHDDC, DSM-IV and TNC which yielded reliability coefficient indices of 0.85, 0.88 and 0.87 respectively. ANCOVA was used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed among others that there is a significant difference in pupils’ ability to understand story element of comprehension passage, make sequence of events, find main idea, compare, understand cause of event, make inference and make conclusion when exposed to Venn diagram, cooperative learning strategies and the conventional rote learning. Based on the findings and conclusion of the study, it was recommended among others, that teachers should incorporate diverse instructional strategies, such as Venn diagrams and cooperative learning, to meet the unique needs of pupils with attention deficit hyperactivity disorders (ADHD).

Date: 2025
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijrsi/d ... ssue-5/1193-1208.pdf (application/pdf)
https://rsisinternational.org/journals/ijrsi/artic ... north-west-district/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bjc:journl:v:12:y:2025:i:5:p:1193-1208

Access Statistics for this article

International Journal of Research and Scientific Innovation is currently edited by Dr. Renu Malsaria

More articles in International Journal of Research and Scientific Innovation from International Journal of Research and Scientific Innovation (IJRSI)
Bibliographic data for series maintained by Dr. Renu Malsaria ().