Augmenting Students’ Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus.

Authors

DOI:

https://doi.org/10.26817/16925777.1982

Keywords:

Local culture, Design-based research, Baseline, augment, EFL, reading comprehension, Higher education

Abstract

This study aimed to enhance eighth-grade students' reading comprehension through source culture-oriented texts using a design-based research approach. It involved 67 students (29 males and 38 females) from two purposefully selected primary schools. Baseline data were collected using document analysis, classroom observation, and pre-reading tests. Initial findings revealed significant challenges in reading comprehension, with only 26.5% of students at School A and 18.2% at School B scoring above 50%. In phase II, local culture-based texts were developed, reviewed, and refined by experts. In Phase III, the intervention materials were implemented in two phases over 16 sessions across 8 weeks at each school. The evaluation included both formative and summative assessments, including reflections from observation results, post-tests, and delayed post-tests. The inferential statistical analysis showed significant improvements in students' scores (p = 0.000) in the one-way ANOVA, indicating the intervention's effectiveness. The results suggest that the use of culturally relevant texts led to improved reading comprehension, addressing issues such as low comprehension skills identified in Phase I. The study recommends further exploration of culturally relevant materials across diverse educational settings. 

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Author Biographies

Atirse Awago, Jimma University

Atirse Awago Atumo is an instructor at Bonga College of Education and currently a Doctor of Education (DEDE) candidate in English language at Jimma University. He earned his Bachelor degree in English from Bahir Dar University. Following graduation, he served as an English teacher at Bonga Comprehensive High School (Preparatory) for five years. He later obtained his MA in TEFL from Addis Ababa University. Since completing his master’s degree, he has been teaching English at Bonga College of Education for the past 12 years. He is now in the process of completing his doctoral dissertation at Jimma University.

Dr. Getachew Seyoum, Jimma University

Getachew Seyoum Woldemariam holds a Master’s Degree in TESP from Aston University, UK, and PhD in ELT from Panjab University, Chandigarh, India. He is an associate professor in the department of English language and literature at Jimma University, Ethiopia, where he serves as instructor and supervisor of PhD students. He has published several articles in ELT in different reputable journals and his research interests include writing strategies, language learning strategies, language skills, and assessment.

Dr. Abbi Lemma,  Jimma University

Dr. Abbi Lemma joined Bahir Dar University for his first-degree education and graduated  with a B.Ed. Degree in 2003 G.C. Then, he joined Addis Ababa University to attend his second degree and graduated in August 2008. He pursued his Ph.D. in Education at Andhra  University, India, and graduated in January 2019. He has more than twenty years of work  experience high school, college and different universities. From 2010 onwards, he has been serving as an instructor, researcher, leader, and professional development expert here at  Jimma University. He is actively participating in research and community service activities, in  which he has published and co-published more than 15 research articles to date. 

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Published

2025-12-24

How to Cite

Awago, A., Seyoum, G., & Lemma, A. (2025). Augmenting Students’ Reading Comprehension Using Source Culture-Oriented Texts: Eighth-Grade in Focus. GIST – Education and Learning Research Journal, 31(31). https://doi.org/10.26817/16925777.1982

Issue

Vol. 31 No. 31 (2025): GiST Education and Learning Research Journal

Section

Research Articles

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Copyright (c) 2025 GIST – Education and Learning Research Journal

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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