Abstract:
The main purpose of the study was to compare the achievement of reading
comprehension between male and female students. The major objective of the study
was: to compare the achievement of male and female students in comprehension
reading of English language. Quasi-experimental research design was used in the
study using comprehension sampling technique. Two research questions and two null
hypotheses guided the study. The population of the study were 88 grade
11students.Data collected was analyzed using independent t-tests. The finding of the
study showed that male students who were exposed to structured intervention
achieved higher than their counterparts of female students. Also, male students who
were exposed to structured intervention had higher post-test mean on reading
comprehension achievement scores than of their counterparts of female. The
hypothesis was alternative. From the result of data analysis that has been analyzed by
the researcher, it denotes that there is statistical significant difference between male
and female students at Algie preparatory school grade 11 students. Although there is
statistical difference in reading achievement between male and female students, the
reading strategies has contribution for high reading achievement. Based on the
findings, the researchers concluded that use of reflective teaching be used by teachers
for enhancing reading comprehension irrespective of gender differences. Their
potentials when properly tapped will be geared to sustainable development equality
gender on reading comprehension.
The researcher recommended that the role of teachers in enhancing learners‘ and
helping them achieve continuous progress in their language learning process is very
crucial in general and reading comprehension skill in particular.
