TEACHERS’ PERCEPTION OF THE USE OF HYPERTEXT APPLICATION FOR IMPROVING ENGLISH READING SKILLS OF SECONDARY SCHOOL DYSLEXIC STUDENTS FOR SUSTAINABLE CURRICULUM DELIVERY

Abstract

Dyslexia is a learning disability which threatens the academic success of many students.
This learning difficulty has been observed by the researchers among the students in
Njikoka Local Government Area, Anambra state. Hence, this study investigated the use of
hypertext application for improvement of English reading skill of secondary school
dyslexic students for sustainable curriculum delivery. Descriptive survey research design
was adopted for the study and two research questions guided the study. The population of
the study comprised all the 40 English language teachers in the 11 public secondary
schools in Njikoka Local Government Area. No sampling was done as the population is
of manageable size. A 14-item questionnaire titled “Use of Hypertext Application for
English Reading Skill Questionnaire” (UHAERSQ) was used for data collection. The
instrument for data collection was validated by three experts, two from Department of
Educational Foundation, Faculty of Education, Nnamdi Azikiwe University, Awka and
one English language teacher from senior secondary school. The reliability of the
instrument was tested with Cronbach Alpha which yielded reliability index values of 0.70
and 0.72 respectively for the two clusters. Data collected were analyzed using mean. The
findings of the study revealed that the use of hypertext application improved English
reading skill of senior secondary school dyslexic students. In addition, the study indicated
that the use of hypertext application is of benefit to secondary school dyslexic students.
The researchers therefore recommended among others that government should equip
secondary schools with enough e-learning facilities such as computer, laptop to enable
sustainable curriculum delivery for dyslexic students in particular and other students in
general.