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EFFECT OF
SELECTED GAMES ON PUPILS’ ACHIEVEMENT IN READING
ABSTRACT
The study
was designed to find out the effect of selected games on pupils’ achievement in
reading. The
study adopted a non-equivalent control group quasi-experimental design in which
three
research questions were posed and three null hypotheses tested. The population
of the study
comprised of
4,850 primary 2 pupils in the 29 primary schools in Oshimili South Local
Government
Area of Delta State. A total number of 60 (boys and girls) primary two pupils
were
randomly
sampled from two primary schools in Asaba. A structured questionnaire titled
“Word
Recognition
Achievement Test (WORAT)” was developed by the researcher which guided the
study. The
reliability of the instrument was determined, using K-R 20 (Kudar Richardson).
This
gave an
overall score of 0.76. The regular classroom teachers in the schools sampled
were used
as research
assistants. The schools were purposively assigned to the experimental and
control
groups. The
three research questions were analyzed using mean and Standard Deviation, while
Analysis of
Variance was used to test the null hypotheses at 0.05 level of significance. An
overview of
the overall results showed that pupils taught using games teaching method
obtained
a higher
mean achievement score than those taught with conventional method, female
pupils in
the
experimental group had a higher mean achievement scores than their male
counterparts,
though the
differences was not statically significant and that gender has a significant
effect on
the mean
achievement scores of pupils exposed to games and conventional teaching
methods.
Based on the
findings of the study, the researcher recommends among others that; teacher
preparation
institutions should incorporate games teaching method in the relevant areas of
their
curriculums
units and expose both pre-service and in service teachers to the use of game
reading
methods to
enhance teaching and learning. Judging from the findings of the study,
limitations of
the study
were identified and suggestions for further studies were made.
x
CHAPTER ONE
INTRODUCTION
Background
of the Study
Education is
an instrument “per excellence” for effecting National
development.
This statement indicates the importance of Education to every
Nigerian
citizen, which begins at the primary level of education. This is the
bedrock of
education. Primary education is the Education for children aged six to
eleven plus.
This level of education has among its goals, the inculcation of
permanent
literacy and numeracy and the ability to communicate effectively
(Federal
Republic of Nigeria, 2004;14). At this level of education, the medium of
communication
is the language of the immediate environment. Ogbuchi, (2003),
sees
language as the expression of idea by means of speech sounds combined into
sentences,
and its combination leading to ideas and thoughts. She goes further to
describe it
as a process that an idea passes through before meaning is achieved
while Trager
(2001), describes language as a system of arbitrary vocal symbols by
means of
which a social group co-operates. Language therefore can be defined as
a means of
expressing thoughts and ideas between two or more persons.
Language has
been a major factor for learning in Nigerian. The National Policy on Education
(FRN, 2004), recommended L1 and L2 as the language of instruction for both the
lower and upper primary school level. Manuel (1998),
claims, that
for children to be able to understand, critique and learn from spoken
information, which is as necessary as the ability to read and write with precision
on daily basis, to interact with peers, decode and interprete complex.
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