Effect of Technology-Based Auditory-Kinesthetic Strategy on Reading Comprehension among Primary III Pupils in Kaduna-South, Nigeria

Authors

  • Zubairu Sani Abdulkadir Kaduna State University (KASU)

DOI:

https://doi.org/10.21093/ijeltal.v10i2.2066

Keywords:

auditory-kinesthetic learning strategy, digital learning tools, reading comprehension, reading speed, technology-based instruction

Abstract

The study focused on the effects of the technology-based auditory-kinesthetic strategy on reading comprehension of Primary III pupils in Kaduna-South, Nigeria. The objective of the study was to determine how the effects of technology-based auditory-kinesthetic instruction improve pupils reading comprehension for reading speed by fostering critical thinking skills, enhancing text analysis, and enabling personalized reading practices. The study employed a quasi-experimental design of non-equivalent pre-test and post-test control groups. Out of 7,765 pupils, 114 pupils were purposively selected: the experimental group had 56 pupils, and the control group had 58 pupils. Digital Whiteboards (DW), Gesture-Based Learning Platforms (GBLP), and the Real-Time-Reading-Speed Test was used to collect the data. The study used mean and standard deviation to answer the research questions and an independent samples t-test to test the hypotheses. The results showed that the strategy had significantly improved Primary III pupils reading comprehension for reading speed strategies, critical thinking skills, text analysis engagement, and personalized reading experiences that enhanced reading speed performance. The study recommended further study in comprehension, fluency, vocabulary, professional development and to conduct a study on the technology-based auditory-kinesthetic strategy among rural and urban language learners.

Author Biography

Zubairu Sani Abdulkadir, Kaduna State University (KASU)

I am a dedicated Nigerian academic and educator specializing in Teaching English as a Second Language (TESL), with over two decades of teaching and research experience across various educational levels. I was born on the 20th of February, 1981, in Kwarbai, Zaria City, Kaduna State, and I hail from Zaria Local Government Area. Throughout my career, I have remained committed to contributing meaningfully to educational development within and beyond my community. My academic journey began at Musa L.E.A. Primary School in Zaria, after which I proceeded to Alhuda-Huda College for my secondary education. In 2003, I earned my Nigeria Certificate in Education (NCE) in English and Social Studies from the Federal College of Education, Zaria. I later obtained a B.Ed. in Language Arts (English) in 2012, followed by an M.Ed. in TESL from Ahmadu Bello University (ABU), Zaria, between 2013 and 2017. I am currently pursuing a Ph.D. in TESL at ABU, deepening my knowledge and expanding my research in language education.

As a Fulbright alumnus, I had the privilege of serving as a Foreign Language Teaching Assistant (FLTA) at Michigan State University, U.S., from 2014 to 2015. During this period, I engaged in cultural exchange, taught Hausa language, and participated in numerous community outreach and academic events. Professionally, I began my teaching career in 2004 with the Kaduna State Ministry of Education. In 2020, I joined Kaduna State University (KASU) as an Assistant Lecturer and was promoted to the rank of Lecturer II in 2024 in the Department of Arts and Social Science Education. My teaching responsibilities span a variety of undergraduate courses, including English phonology, literary criticism, African literature, and language teaching methods. I also serve as the Departmental Examination Officer, a role that reflects my administrative engagement and organizational abilities. In addition to my university duties, I have served as a part-time lecturer at institutions such as the National Teachers’ Institute (NTI), Al-Huda Centre for Islamic and Science Education, Jama’atu College of Arabic Studies, and Afnan College of Science and Health Technology. I have supervised numerous undergraduate and diploma research projects, and I take pride in mentoring students and guiding them in their academic journeys.

My research interests focus on TESL methodologies, phonics instruction, multilingual education, and the integration of visual and interactive tools in language learning. I have published several peer-reviewed journal articles on topics such as the use of animated cartoons in flipped classrooms and the impact of phonics on early readers’ comprehension. I am actively involved in professional organizations including the Fulbright Alumni Association of Nigeria (FAAN), the English Language Teachers Association of Nigeria (ELTAN), Teachers of English Language of Nigeria (TOELAN), and the Academic Staff Union of Universities (ASUU). I also serve in leadership capacities for community-based initiatives such as Youth Empowerment for Sustainable Development (YESD) and Social Protection and Educational Initiatives (SPEDI), where I am the National Coordinator.

My community engagement is particularly focused on grassroots educational programs and youth development efforts in Zaria. I have also contributed to international outreach by delivering presentations on Hausa language and culture in schools and universities across the United States, underscoring my commitment to intercultural communication and language preservation. Through my academic career, I remain dedicated to promoting excellence in education, fostering cross-cultural understanding, and empowering future generations of learners in Nigeria and beyond.

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Published

2025-11-01

Issue

Vol. 10 No. 2 (2025): Indonesian Journal of English Language Teaching and Applied Linguistics

Section

Articles