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All Journal International Journal of Evaluation and Research in Education (IJERE) Voices of English Language Education Society
Bushisso, Elias Woemego
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Education Languange, Linguistic, Communication & Media

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Multiple intelligence based tasks for enhancing reading motivation of university students in Ethiopia Gebremeskel, Teshale Alemu; Bachore, Mebratu Mulatu; Bushisso, Elias Woemego
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30195

Abstract

The purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks in enhancing students’ motivation towards reading. It employed a quasi-experimental design. A total of 60 communicative English class university students, who were selected purposefully participated as treatment and comparison groups. The research process was carried out with reading tasks that were designed based on a model for teaching using multiple intelligence-driven tasks for the treatment group while the comparison group followed the conventional approach for 12 weeks. English-reading motivation questionnaires and focused group discussions were used to gather data. Data normality check was carried out using Shapiro-Wilk tests, and a p value of 0.05 was used to determine the level of significance. T-tests were used to compare the scores between the two groups. It was found that multiple intelligence-based reading tasks (MIBRT) brought a significant difference in the students’ motivation, with the effect size value ranging from low (for importance), moderate (for efficacy and for extrinsic), and strong (for intrinsic). It was suggested that university teachers should use multiple intelligence-driven reading tasks as an alternative scaffolding tools to raise the motivational levels of struggling readers in the context of the study.
Enhancing Reading Motivation Through an Integrated Reading Approach: A Quasi-Experimental Study in Ethiopian Secondary Schools Jarssa, Ammanuel Berhanu; Bushisso, Elias Woemego; Olamo, Taye Gebremariam
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.28180

Abstract

Low reading motivation remains as a challenge that still obstructs the way that students develop academically with texts. This study examines secondary school students' reading motivation, with a particular focus on the impact of an integrated reading approach that combines wide-ranging reading with intensive reading. The study had involved around 106 Grade 11 students within Bariso Dukale Secondary School located in Bule Hora. It was conducted throughout a 16-week semester for addressing limitations of customary rote-based instruction. Participants were in a convenient manner assigned into an experimental group (n = 54) and into a comparison group (n = 52). A certain quasi-experimental design was used throughout. On a weekly basis, the experimental group was given 40 minutes of integrated reading instruction that was supported through supplementary materials planned for the purpose of increasing engagement. The comparison group gave adherence to the conventional reading practices. With a validated questionnaire, researchers measured reading motivation, and the questionnaire included intrinsic interest, reading habits, and perceived competence. For the collection of qualitative understandings, eleven students were interviewed from the experimental group. When the data was being analyzed, independent-samples t-tests and paired-samples t-tests revealed the experimental group did improve greatly in reading motivation (p = 0.000). Interview responses further supported these particular findings, as well as highlighted additional enthusiasm, autonomy, plus engagement. These results show that integrating both intensive and wide-ranging reading improves student reading motivation.
Co-Authors Bachore, Mebratu Mulatu Gebremeskel, Teshale Alemu Jarssa, Ammanuel Berhanu Olamo, Taye Gebremariam