Effect of Adapting Scripts on Learner Achievement in Reading Skills in Secondary Schools in Kisumu County, Kenya

Adapting scripts from literary materials provide an interactive learning experience which promotes reading proficiency amongst learners. Learners interact actively with the text by activating and utilizing schema for effective comprehension. Likewise, proficiency in reading provides learners with indispensable skills to thrive in academic excellence. The study examined the effect of adapting scripts on learner achievement in reading skills in secondary schools. The study was anchored on Lev Vygotsky socio-constructivist theory which emphasizes on active learning and social interaction. Quasi experimental; pre test, post test control groups design was adopted in which eight sub county day public secondary schools in the peri-urban region of Kisumu County were purposively selected. Respondents were 426 learners of form three of which 205 were randomly assigned to experimental while 221 to control study groups and 19 teachers were purposively selected. Primary data was collected within eight weeks through reading skills assessment tests, questionnaires, teacher interviews and focus group discussions for learners. The results revealed a statistically significant relationship between reading skills and adapting scripts. The experimental group participants realized higher scores than the control group with remarkable improvement on comprehension and rhetoric structures. Based on the findings, the study concluded that adapting scripts enabled learners enhance reading skills. The study suggested further research on learners in other school categories.