Abstract

This study investigated teachers’ use of questions and instructional materials as correlates of achievement in English reading Comprehension in Osun State, Nigeria. The Participants were 1,462 students and 40 teachers, across 40 schools in Osun State. Instruments used were English Reading Comprehension Achievement Test (r = 0.87), Teachers’ Use of Questions Scale(r = 0.77), and Use of Instructional Materials Scale (r = 0.84). Three research questions were answered. Data were analysed using descriptive statics and Pearson product moment at 0.05 level of significance. Majority of the teachers (64.5%) used open ended questions, while 58.7% used tests for assessment. Sixty-two percent of the students had high achievement in English Reading Comprehension. The use of questions (r = 0.12 and use of instructional materials (r = 0.16 had positive relationship with achievement. Based on these findings it is recommended that teachers of English language should take cognisance of the way they use questions and instructional materials for improved achievement in English reading comprehension.