Venn Diagram, Cooperative Learning and Reading Comprehension Skills Acquisition among Pupils with Attention Deficit Hyperactivity Disorder in Akwa Ibom North West District

The study investigated the effect of Venn Diagram and Cooperative Learning on Reading Comprehension Skills Acquisition among Pupils with Attention Deficit Hyperactivity Disorder in Akwa Ibom North West District†. In order to achieve this purpose, eight objectives, and hypotheses were formulated to guide the study. Quasi-experimental design, specifically, the non-randomized pretest and post-test control group was adopted for the study. The population of the study comprised all the 5,817 primary three pupils with ADHD in all the 410 public primary schools in Akwa Ibom North West Senatorial District, as at 2024/2025 academic session. A sample size of 66 pupils with ADHD from 12 intact classes was used for the study. A multistage sampling technique was adopted to obtain a representative sample for the study. Four instruments were used in this study namely Teacher Nomination Checklist (TNC), Attention Deficit Hyperactivity Disorder Diagnostic Checklist (ADHDDC) by APA (2013), Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-IV) and Pupils Reading Comprehension Skills Acquisition Test (PRCSAT). Kuder Richardson formula 21(K-P21) was used to estimate the reliability Coefficient of Pupils’ Reading Comprehension Acquisition Test (PRCAT) which yielded reliability coefficient index of 0.93. Cronbachs Alpha statistic was used to estimate the reliability Coefficient of ADHDDC, DSM-IV and TNC which yielded reliability coefficient indices of 0.85, 0.88 and 0.87 respectively. ANCOVA was used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed among others that there is a significant difference in pupils’ ability to understand story element of comprehension passage, make sequence of events, find main idea, compare, understand cause of event, make inference and make conclusion when exposed to Venn diagram, cooperative learning strategies and the conventional rote learning. Based on the findings and conclusion of the study, it was recommended among others, that teachers should incorporate diverse instructional strategies, such as Venn diagrams and cooperative learning, to meet the unique needs of pupils with attention deficit hyperactivity disorders (ADHD).