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PROJECT TOPICS- EFFECTS OF INSTRUCTIONAL GAMES ON PUPILS PERFORMANCE IN ENGLISH LANGUAGE IN IGBO-EZE NORTH LOCAL GOVERNMENT AREA

PROJECT TOPICS- EFFECTS OF INSTRUCTIONAL GAMES ON PUPILS PERFORMANCE IN ENGLISH LANGUAGE IN IGBO-EZE NORTH LOCAL GOVERNMENT AREA

Abstract

The use of instructional games as one of the instructional materials has been suggested by many to be the ultimate in the teaching and learning, if any meaningful achievement should be made by the students. It is on this fact that the purpose of this study was aimed at determining the effect of instructional games on pupils performance in English Language. The researcher used primary pupils in an experimental study, in which two classes had 29 pupils which brought the total to 58. one class was used as an experimental group was taught with instructional games while the control group was taught without instructional games. Two research questions were formulated to guide the study, namely, what are the affects of gender on pupils performance in English language? Based on this research question, the result shows that instructional games has serious positive impact on the performance of pupils in English language also disclosed that there is gender influence in the performance of the pupils as the female performed better then their male counterparts in the experimental study. Based on this result it was recommended that teachers should not hesitate to use instructional games in the teaching and learning environment in the school. Students should also be encourage to participate fully, using the instructional games, in learning of English language the government should also endeavour to provide instructional games through their agencies to the schools, so that effective teaching and learning should take place in the schools. Where these instructional materials are not available, the teachers should try to improvise for the sake of the children and the improvement of their profession. It is only in doing this that the instructional objectives would be maximally achieved. Finally, the researcher used  percentage rank in the computation of the data analysis.

CHAPTER ONE

INTRODUCTION

Background of the Study

The role of instruction games on pupils’ performance in English Language cannot be over emphasized. They provide cognitive bridge between abstraction and reality to pupils. A skillful teacher uses different techniques to make his teaching  effective. In addition to the teaching methods he uses instructional games, because it is by integrating them with other teaching methods that maximum impact can be made.

Instructional games could be defined as a learning activity that encourage students to perform skills in a game format. It is a students practice strategy. It assists students to master appropriate skills to develop atomicity (fluency) and to maintain the mastery of skills over a period of time. Examples of games procedures that can be adopted include cards/game boards, letter prompts, word prompt letters, sound associations and so on letter prompts.

The use of instructional games created a sparking interest in the topic and also create active participation by the teachers and student. Erikson and Carl (1972) Support this by saying that students learn more if they are engaged in significant and appealing activities. That active participation “maintains” interest  and increase learning.

Okpala (1980) has articulation that instructional games supplement the teacher through enhancing his effectiveness, and the major means for improving clarity in communication method and forcefulness in appeal. Even before this sands (1956:10) is of the opinion that instructional games generate interest and create active participation by teacher and students.

In the past, instructional games were merely used in teaching subjects like English language, they were means for teaching the sciences and physical and health education. In the recent times the importance of instructional games in the teaching of English language is now on top gear. Some factors militated against the effective use of instructional games in the teaching English language these include:

Lack of funds, Luckewarmness on the part of teachers, improper orientation of teachers in the use of teaching materials and lack of facilities could be considered as some factors hindering teachers with initiative and zeal for material use of instructional games. Consequently, most of the teachers have developed non-challant attitude towards the use of game as clearly stated by Okala (1981) “some teachers use instructional games any how.

They do not consider the aim they want to achieve in the use of the aid, nor do they bother about the interest of the pupils and suitability of the instructional game itself. The use of the instructional game should be directly relevant to the content of the lesson and be integrated with the teacher’s whole approach and lesson presentation as well as involving pupils in active participation in the class”.

The non-challant attitude towards the use of games by teachers is also one of the factors that make pupils to perform poorly in English language, and this poor performance reverberates into secondary school. Hence,  there is need for the use of games at the primary school level to help pupils master the language early.

It would recalled that instructional games has been used in teaching school subjects like, science, social, religion, etc, but little research has been carried out in the use of instructional games in teaching English language. It is important to note that the use of instructional games has become a stimulating device for teaching English language.

The performance of children in English language is very poor and it is because the use of instructional games and other devices were ignored. “The instructional games” said, sweet “is of very limited applicability, this is because the instructional game technique of teaching English vocabulary was not developed in its fullest possible extent and has remained relatively neglected to this day.

PROJECT TOPICS- EFFECTS OF INSTRUCTIONAL GAMES ON PUPILS PERFORMANCE IN ENGLISH LANGUAGE IN IGBO-EZE NORTH LOCAL GOVERNMENT AREA

Statement of the Problem

In our present day Nigerian society, English language has become the most important medium of communication, and indeed as asserted by Oluikpe (1974), “since Nigeria has no lingua-Franca, the importance of English language cannot be over-emphasized. The performance of children in English language is not encouraging.

This is because of inability of the teachers to use instructional materials such as instructional games or any other visual aids in teaching. The instructional games and visual aids help the student a lot in English language. As asserted by Ibe- Bassey (1988). Instructional games have been generally known to enhance academic performances.

Emphasizing skill on the importance of English language, it has been observed that a good number of school certificate candidates or holders of school certificate cannot speak English. Commenting on this West African Examination Council (WAEC) Chief examiner (1973:14), in his report on the poor performance of candidates, says that; “It was discovered that some candidates cannot make simple and

correct sentence in English language. The entire scripts abound in sentences without verbs and subjects”. Reinforcing on this view, Lardy (1980) observed that, “many people who have gone to school even in the university, who can speak English well, and read it fluently, are in capable of putting on paper a respectable English sentence” Also, prior contribution from Hullon (1969) has clearly indicated that many college students are unable to write correctly and coherently.

The above situation has made both parent and teachers to be increasingly concerned with the means in which students can be effectively master the use of English language and therefore perform better in English from childhood. The question then is this, why do students find the mastery of English difficult? What are those factors responsible for students’ performance? Could it be attributed among other things

the ineffective use of instructional games? From observation, the neglect and ineffective use of instructional games are partly responsible for students’ poor performance, which started from the primary school. Okemmadu (1977) concluded among other things that, the poor laboratory and library facilities are significantly responsible. Therefore, this study is to find out whether or not, the use of instructional games in teaching could improve the performance student in English language starting from their primary school.

Purpose of the Study

The purpose of this study is to find out the effect or instructional games on pupils performance in English language in Igbo-eze North Local Government Area of Enugu State. Specifically, this study aims at finding out among other things:

  1. Gender influence in the performance of students in English language.
  2. The relationship between students taught with instructional games and those taught without instructional games.
  3. The attitude of students towards the use of instructional games in teaching learning situation.
  4. The reasons why some students are unable to cope with the use of instructional games.

5.Factors that militated against the use of instructional games.

Significance of the Study

The significance of the study arises out of the fact it aimed at the improvement of the teachers’ methodology, which if applied will make children perform better in English language. If the result of the study reveal that teaching with instructional games affects the performance of pupils positively then educators and teachers would be encouraged to make use of instructional games in teaching English language.

Curriculum planners will also benefit from the research findings as this will point out to them certain problem areas and give them suggestions on how to solve them. School administration would also be helped to make improvement and provide innovations to classroom teachers towards various ways of improving students in English language.

This study will also make the students to become more productive as it enhances and uplift the standard of education of the Nigeria child. Based on these the present study is bound to be worthwhile and significant.

Scope of the Study

The study was to determine the effect of instructional games on pupils’ performance in English language. The study was carried out in Igbo-eze North Local Government Area of Enugu State. As an experimental study which can be generalized or which is generalisable, the study was concentrated in one primary school within Enugu-Ezike town, in Igbo-eze North Local Government Area.

The study is limited to be teaching of word formation, and the pupils used were primary two pupils in Saint Mary Nursery and primary school in Enugu-Ezike Education zone in Enugu State.

Research Questions

  1. What are the effects of using instructional games on pupils’ performance?
  2. To what extent does gender affect pupils’ performance in the use of instructional games in the teaching of English language?

Research Hypotheses

        The following research hypotheses will guide the investigation in this study:

  1. The use of instructional games in teaching English language has no significant effect on pupils’ performance.
  2. Gender has no significant effect on students’ performance in English language.

PROJECT TOPICS- EFFECTS OF INSTRUCTIONAL GAMES ON PUPILS PERFORMANCE IN ENGLISH LANGUAGE IN IGBO-EZE NORTH LOCAL GOVERNMENT AREA

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