An Evaluation of Students Listening Comprehension Skills Using Schema and Genre-Based Strategies

Abstract

This study used schema and genre-based strategies on the listening skills of students and the influence of students’ Cumulative Grade Point Average (CGPA) on their listening comprehension. Purposive sampling was used to select two faculties: Arts and Science. Simple random sampling was used to select four departments from each faculty and ninety-four students that participated in the study. The study adopted a pre-test, post-test, control group, quasi-experimental design involving three experimental groups and one control group with the use of three different treatments for six weeks. Data were collected through a lecture for pre and post-test and intervention materials for the treatment. ANCOVA was used to analyze the inferential statistics. The results indicate that schema and genre strategies improved students’ listening comprehension [F(1,19) = 24,038; P = 0.000]. The group exposed to the schema/genre performed best; followed by the schema, genre and the control strategies respectively. The results also showed that there was no significant main effect of CGPA on students’ listening comprehension [F(4, 88) = 0.838; P = 0.505]. The study recommended that instructors should employ these strategies in class and students should be motivated to develop interest in employing them.

Key Words: Listening comprehension, Schema theory, Genre theory, Strategy, Students