Pictorial Method of Teaching in the Development of Reading Skills in Secondary Schools in Ikere Local Government, Ekiti State

This study aimed to provide a comprehensive assessment of reading proficiency levels among secondary school students in Ikere Local Government Area, as well as to evaluate teachers' perceptions of the pictorial strategy as an instructional strategy.
The research focused on identifying the challenges associated with implementing this method and examining its impact on student engagement. A descriptive survey design was employed, utilizing structured questionnaires for teachers and standardized reading comprehension tests for students to gather relevant data. The sample comprised 100 respondents, including 90 students from five randomly selected public secondary schools and 10 English teachers. The findings revealed that a significant proportion of students fell into the "Average" category for reading proficiency, with noteworthy numbers also classified as "Poor" and "Weak." This distribution of proficiency levels highlights a troubling trend regarding students' comprehension skills, suggesting that many are struggling to grasp essential reading concepts. Such results indicate an urgent need for innovative instructional strategies that can effectively address these challenges and enhance students' reading abilities.
Teachers expressed a generally positive perception of the pictorial strategy, recognizing its potential to improve comprehension and increase student engagement during reading activities. Many educators noted that incorporating visual aids could help cater to diverse learning styles, thereby making reading instruction more effective. However, despite this recognition, the study identified significant barriers to the successful implementation of the pictorial strategy. Teachers reported facing challenges such as insufficient resources, including a lack of appropriate visual materials, and inadequate training to effectively integrate pictorial strategies into their teaching practices. The findings emphasize the importance of rethinking instructional approaches in order to better support the diverse needs of learners in secondary education. Through systematic implementation of innovative strategies, it is possible to improve educational outcomes and develop more proficient readers.