The Relationship between Secondary Schools Teachers’ Knowledge and Extent of Teaching Listening Comprehension in Katsina State, Nigeria

Abstract

This study investigated the socio-demographic variables that influence EFL reading comprehension achievement among undergraduate students at Jimma University. Toachieve this, data were collected from a sample of second and third year students (N=802) randomly selected from four colleges. The data collection instruments used in thestudy were pretested structured questionnaire and standardized reading comprehension test. Descriptive statistics, the Mann Whitney U Test and Kruskal-Wallis H test wereused to analyze the data (at P < 0.05). The findings revealed that students’ socio-demographic characteristics have a significant influence on their EFL reading comprehension achievement. Being Oromo by ethnicity, coming from Oromia Region,being Protestant Christianity follower, being from College of Social Sciences and Lawand being from better educated parents had a significant influence on reading comprehension achievement. The findings of the study imply the importance of (1)taking appropriate instructional measures by EFL teachers to deal with the consequencesof socio-demographic factors on students’ reading comprehension achievement, (2)enhancing students’ reading comprehension of standardized tests like TOFL (TeachingEnglish as a Foreign Language), and (3) taking into account demographic characteristics of undergraduates when preparing instructional materials or reading activities.Furthermore, studies are necessary to establish a clear understanding of the relationship between demographic variables and achievement in EFL reading comprehension.