Digital Interactive Images and Tertiary Students Motivation, Performance and Retention in Reading Comprehension

The study investigated the effects of Digital Interactive Multimodal Reading strategy (Images) on students’ motivation, academic performance and retention in reading comprehension using a quasi-experimental design of pre-test, post-test control type and descriptive survey on 80 University students’ selected from a population of 400 students in English Studies, year II of the University of Port Harcourt using the purposive sampling techniques. Three research questions and three hypothesis are used to direct the course of the research and the instruments for the study are; Modified Multimodal Reading Motivation Questionnaire (MMRMQ) and Students Performance Test on Reading Comprehension (SPTRC). The reliability coefficients of 0.82 and 0.78 were obtained using Kuder-Richardson 21(KR- 21) formula. The instruments were validated by two experts in English Studies and one expert in measurement and evaluation unit of the University of Port Harcourt. Data obtained using MMRMQ and SPTRC were analyzed using the descriptive statistics of mean (mean percentage) and inferential statistics of analysis of covariance (ANCOVA). Findings show that there is a significant difference between students’ performance and retention in reading comprehension of students who were taught using the Digital Interactive Multimodal Reading strategy (Images) and those taught using conventional Lecture Method (CLM). However there is no significant difference between motivation when taught using Digital Interactive Multimodal Reading strategy (Images) and those taught using conventional Lecture Method (CLM). Based on these findings, it is recommended that Digital Interactive Multimodal Reading strategy (Images)or visuals be incorporated into reading instructions in higher institutions in order to improve students’ performance and retention in reading comprehension