Abstract
The study investigated effects of computer assisted drill
and practice instruction on pupils’ achievement and retention in English
Language spelling and word-formation in Niger State. The study adopted quasi–
experimental design. Purposive sampling was used to select four schools from
2,603 schools in the seven educational zones of Niger State. One hundred and
twenty pupils were drawn as study sample from a population of 135,245 primary
two pupils’. The study sample comprised of 62 males and 58 females. One intact
class each was randomly assigned to the four schools under study. Control group
was taught with lecture method while experimental group was taught with CAI
Drill and Practice package. Eight research questions and eight hypotheses
guided the study. English Language Achievement Test (ELAT) was used for data
collection. The CAI package and ELAT were face validated by experts while the
reliability was established using Kuder Richardson (KR 20) analysis and the
reliability coefficient was found to be r = 0.74. Treatment lasted for four
weeks. Mean and standard deviation were used to analyze the research questions
while analysis of covariance (ANCOVA) was used in the testing of the
hypotheses. Findings show that CAI drill and practice package enhanced
achievement and retention of English spelling and word-formation. It is
recommended that, curriculum planners should infuse CAI packages into English
programmes so that primary school teachers’ can use it to teach English
language concepts.
CHAPTER ONE
INTRODUCTION
Background of the Study
The world
in which we live in is a dynamic world of science, information and
communication technology. Science information and communication technology has
gone deep into the fabrics of any developed nation. Aniah (2004) stated that
technology and science may control the environment but the solution to its
problems rests upon English language as a medium of passing information and
commands. Consequently, both arts and science students need proficiency in
English language in order to fit into our technologically developed nations.
This is due to the fact that English language is the most widely used language
in the world. English has enjoyed the status of both national, international
and as Nigeria official language for oral and written communication on the
globe. English is very crucial as a medium for teaching and learning of all
school subjects in the Nigeria educational system and is a pre-requisite for
admission into nearly all programmes in the universities.
The role
English language plays in the world of communication and scientific advancement
cannot be over emphasized, that is why English Language is Nigeria’s lingua
franca and medium of instruction in our educational institutions from upper
primary schools to tertiary institutions. The government of Nigeria considers
English language as a core subject in the school curriculum and a major medium
of communication both within and outside the school system. The national policy
on education, Federal Republic of Nigeria (FRN, 2004) demands ability to
communicate effectively at the primary school level. The policy demands that
the medium of instruction at primary school shall be the language of the
environment for the first three years and from the fourth year English language
shall be taught as a subject and used progressively as a medium of instruction.
The aim of
teaching English language especially at primary school level of education is to
guide the child’s understanding of the four language skills namely listening,
speaking, reading and writing. English language teaching should prepare the
learner to use language naturally in real life situations for example, in daily
life transaction with people such as greetings, buying and selling etc.
The
achievement of pupils’ in English language at all levels of education
especially at the primary school level is poor (Okoro, 2002). Pupils’ terminal
examination result in (2012-2013) and First School Leaving Certificate
Examination (2005-2007) in English language organized by Chanchaga Local
Government Education Authority in Minna, Niger State showed that pupils’
performed poorly in the subject. Okoro (2002) stated that the problem of poor
level of achievement of primary school children is a serious issue in Nigeria.
Furthermore, Kolawole (2002) also confirmed the poor achievement of primary
school pupils in English language. The author explained that the poor
achievement was due to a number of reasons such as: the use of tribal language
in the lower classes of primary school, some pupils do not understand the
grammar because their teachers themselves do not know it and in most cases
English language teachers in the senior primary schools resort to the use of
mother tongue to explain English language even up to secondary school level.
More
importantly, apart from these factors listed above, Adama (2009) stated that
non-availability of teaching materials is one of the factors which contribute
to poor achievement by pupils’ in English language examinations. The author
also noted that only (10%) of pupils’ who go to primary school are successful
in the National Common Entrance Examination.
Other
factors that have been identified as responsible for the poor achievement in English
language include non-utilization of audio-visual instructional materials, poor
English language teaching and expression, poor knowledge of the subject by the
teacher, inadequate relevant English language textbooks and use of cell phones
or handsets for text messages which have negative impact on pupils’ learning
because of short cut in spelling of words among others. Hence, the poor
achievement of pupils’ in the subject may be related to pupils’ inability to
retain what has been taught in class since the mode of communication outside
the school is their local language.
Retention is the ability to reproduce the learnt concept when the need
arises (Damiral, 2004). Retention
involves the ability to recall the content that has been given within a
specific period of time. It is the ability to demonstrate what the learner has
learnt and being able to demonstrate his/her cognitive skills in the subject
(Wushishi, Danjuma & Usman, 2013). However, pupils’ ability to reproduce
the learnt material could be through the use of appropriate instructional
methods like innovative teaching strategies in teaching. Learning could be made
more effective, lasting and enjoyable and topics that are abstract to students
could be made clearer, easier and meaningful for better achievement of concept
learnt. The researcher observed that in our present day schools, most teachers’
do not carry on diction in their teaching of English language and this affects
students’ knowledge of spelling.
National Teachers Institute Kaduna (2006) in its’ Manual for
Retraining of Primary School Teachers stated that spelling involves associating
some letters with certain sounds or words. Spelling can also be defined as an
act of forming words correctly using letters of alphabets. Spelling is a
serious problem among learners particularly in primary and secondary school
level; this problem is largely due to the fact that dictation which was a very
vital tool in word-formation or learning of words has been relegated to the
background. Wise (1992) defined word-formation as an aspect of language
learning which prepares an individual for language use during the primary
school years. In other words, it is an act of acquiring new words to equip an
individual for effective communication orally or in written form.
Word-formation is very important in a child’s learning because it increases
pupils’ acquisition of new words and also enhances flexibility in their
expression and communication both within and outside the school. Pupils’
ability to form words using various learning activities thereby expanding the
breadth and depth of vocabulary knowledge e.g. the use of cross-word puzzles is
very important in any learning process.
Lecture method of teaching is the most widely used method
employed by teachers in our institutions of learning. In this method of
teaching, students are encouraged to sit quietly, listen and perhaps take down
notes. Adeoye (2002) describes lecture method as one which involves the
lecturer talking according to pre-planned, structured scheme while the students
listen and make notes. Adeoye (2002) explained that it might not be easy to
write off lecture method stressing that this method of teaching is not ideal
for immature learners especially primary school pupils. It makes learners considerably
passive and does not cater for individual differences in learners.