Impacts of Conventional and Contextual Passages on Reading Comprehension of Nomadic Pupils at Inferential Level in Kaduna State

This study investigated the impacts of conventional and contextual English passages on the inferential reading comprehension of Nomadic primary five pupils in Kaduna State, Nigeria. The study had one objective, one research question and a corresponding hypothesis. A pre-test–post-test true experimental design was adopted, with a population of 285 pupils from Nomadic schools in Soba and Sabon-Gari Local Government Areas. Multi-stage sampling techniques, including purposive and random sampling, were used to select participants. Data were collected using the English Reading Achievement Test (ERAT), which was validated by English language experts and had a reliability index of 0.69, considered adequate (Kerlinger, 1973). A pilot study was conducted at Anguwan Nafara Nomadic Primary School, Sabon-Gari Local Government Area. Data were analyzed using mean scores to answer the research question, while t-tests independent statistics was employed to test the hypothesis at a 0.05 significance Alfa level of significance. The findings revealed no significant difference between the reading comprehension of pupils exposed to conventional and contextual passages in the experimental and control groups. The study concluded that incorporating both conventional and culture-specific contextual textbooks enhances the teaching of reading comprehension to Nomadic pupils. This dual approach supports second-language learning and promotes improved academic performance across the curriculum. The study recommends the integration of both conventional and culturally relevant materials in English textbooks to address the unique learning needs of Nomadic pupils, thereby fostering better comprehension and overall academic success