ABSTRACT
The purpose of this study was to find out the effect of communicative method on students’ achievement and interest in Igbo letter writing. The influence of gender and school location on the effectiveness of method was also explored. Six research questions and ten hypotheses were formulated to guide the study. A quasi-experimental research design was employed. The type was non-equivalent control group design. Population of the study consisted of SS II students in all the secondary schools within Nsukka Education Zone of Enugu State. The population of SS II students in Nsukka Education Zone in the 2006/2007 academic session was approximately nineteen thousand, five hundred and three (19,503) according to the Planning, Research and Statistics (PRS) Unit of Post-Primary Schools Management Board, Nsukka Zonal Office. The sample size comprised of 174 SS II students. Using stratified random sampling technique, two schools were selected from urban and rural areas respectively. In each selected school, one arm of SS II was randomly selected and assigned to treatment condition. While one urban school was assigned to experimental group, the other one was assigned to control group. The same was done for the rural schools. The experimental group was taught with communicative teaching method while the control group was taught with the conventional lecture method. Treatment lasted for four weeks. Two instruments used for data collection were face validated; and their reliability indexare 0.6 and 0.8 respectively. Analysis of covariance (ANCOVA) was used to analyse the data collected from this study. Major findings of the study are: (1) Communicative teaching method had significant effect on students’ achievement in Igbo letter writing; (2) Gender had no significant effect on achievement and interest of students in letter writing in Igbo language; (3) School location had a significant effect on students’ achievement in Igbo letter writing. The influence on the interest of the students was not significant; (4) Interaction effect of teaching method and gender on both achievement and interest of students in letter writing in Igbo language was not significant; (5) Interaction effect of teaching method and school location on both achievement and interest of students in letter writing in Igbo language was not significant. Suggestions for further studies based on the findings of the study include the replication of this study in other branches of Igbo language learning such as reading (Agụmagụ) and grammar (ụtọ asụsụ). It was recommended among other things that since this method is relatively new in the teaching of Igbo language, secondary school Igbo teachers should be made familiar with the method through workshops and seminars organized by the Government and other agencies like the Society for the Promotion of Igbo Language and Culture (SPILC).
| Review project details | Comments |
|---|---|
| Number of Pages | 164 pages |
| Chapter one (1) | Yes Introduction |
| Chapter two (2) | Yes Literature review |
| Chapter three (3) | Yes methodology |
| Chapter four (4) | Yes Data analysis |
| Chapter five (5) | Yes Summary,discussion & recommendations |
| Reference | Yes Reference |
| Questionnaire | Yes Questionnaire |
| Appendix | yes Appendix |
| Chapter summary | yes 1 to 5 chapters |
| Available document | PDF and MS-word format |
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