Effects of text modification on reading comprehension and reading motivation of Ethiopian secondary school students

Abstract

Abstract This study endeavored to study the effects of text modification on secondary school students’ reading comprehension and motivation towards reading. The design of the study was quasi-experimental pre-test/post-test control experimental groups. The study followed a mixed-method approach to data gathering and data analysis. Test and, questionnaire, were used to obtain data from the participants. A Likert scale reading motivation questionnaire was given to the participants in the treatment group to know their motivation towards reading. The reading texts in the students' textbook were modified in a way that caters for the needs of the students. The experimental group was taught using modified texts while the control group was taught with baseline texts of teaching that schools practiced. The data were analyzed through one way ANOVA. The findings indicated that delivering classes through modifying the text could bring a tremendous change in their reading comprehension and motivation towards reading. Based on the overall findings, it is possible to conclude that providing modified texts could help in enhancing secondary school students’ reading comprehension and motivation towards reading.