Effect of Technology-Mediated Advance Organisers on Secondary School Students' Motivation for Reading Information Texts
DOI:
https://doi.org/10.65820/ejes-10vol2issue1-2026Keywords:
Information texts, Animated videos, InfographicsAbstract
Purpose: Motivation for reading information texts is important for students’ academic advancement and lifelong learning. Extant literature reported that many Senior Secondary (SS) students exhibit deficiency in Motivation for Reading IT(MfRIT). Previous studies focused more on home and linguistic factors that influence students’ MfRIT than on intervention using technology-mediated advance organisers This study, therefore, determined the effect of two technology-mediated advance organisers (Animated videos and infographics advance organisers) on MfRIT among public senior secondary school students in Ibadan, Nigeria.
Methodology: The study adopted the pretest – posttest control group quasi-experimental design with three null hypotheses tested at 0.05 level of significance. Participants for the study were 197 senior secondary school two students from six purposively selected public schools. The instruments used for data collection were two instructional packages, a motivation for reading information texts questionnaire and a vocabulary knowledge test. Data analysis was done using Analysis of Covariance (ANCOVA).
Results: The results showed a significant main effect of treatment on students’ MfRIT (F(2, 195) = 62.35, partial η2 = 0.42) with participants in infographics advance organiser group having the highest post-treatment motivation mean score (72.41) followed by those in animated videos advance organiser (65.07) and control (62.38) groups. There was also a significant main effect of vocabulary knowledge on MfRIT (F(2,195) =9.34, partial η2 = 0.97). Furthermore, there occurred a significant interaction effect of treatment and vocabulary knowledge on MfRIT (F(3, 194) = 3.61, partial η2 =0 .06).
Novelty and contribution: The study provides empirical evidence on the effect of integrating technology into reading lessons through the use of technology-mediated advance organisers.
Practical and social implication: Findings from the study show the need for teachers to adopt technology-mediated advance organisers for the enhancement of students’ motivation for reading information texts.
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Copyright (c) 2026 Khadijah Adedoyin Sunmonu, David Olugbade Fakeye (Author)
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This article is licensed under a Creative Commons Attribution 4.0 International License.
