ABSTRACT
The purpose of the study was to empirically investigate the effect of mnemonics on Nigerian senior secondary school students’ achievement in English stress patterns. It was also set out to determine the effect of gender and school location as well as the interaction effect of method and gender on senior secondary school students’ achievement in English stress patterns. Four research questions and four hypotheses guided the study. A quasi-experimental design was used. The type was the non-equivalent control group, pretest, post-test design. The sample for the study consisted of 272 SSS II students from four co-educational secondary schools in Nsukka Local Government Area, which was the area of the study. A multi-stage random sampling technique was used, first to draw the four co-educational schools and two intact classes from each school, and to assign schools to experimental and control groups. The instrument used for data collection was a 50-item English Stress Patterns Achievement Test (ESPAT), face validated by five experts in Language Education and Measurement and Evaluation from the University of Nigeria, Nsukka. The instrument was trial tested on twenty students from Community Secondary School, Uda, Enugu Ezike. The data obtained from the trial test were used to calculate the reliability of the instrument using Kuder Richardson’s (K – R 20) formula. It yielded an index of 0.93. The instrument was administered as pretest before the experiment and post-test after the experiment. The data obtained were used in answering the research questions and testing the hypotheses. The research questions were answered using mean scores, while the hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The major findings of the study were that the mnemonic technique had a significant effect on students’ achievement in English Stress patterns, but gender was not a significant factor in students’ achievement in English stress patterns. School location also had no significant effect on students’ achievement in English stress patterns, and there was no significant interaction effect of method and gender on students’ achievement in English stress patterns. Based on the findings, it was recommended, among others, that secondary school teachers should make use of mnemonics in teaching the stress patterns of English words, while curriculum planners should incorporate the use of mnemonics in teaching the stress patterns of English words in the next review of the curriculum, as well as explore other areas where mnemonics could be useful in second language teaching and learning. The limitations of the study were outlined and suggestions for further research were proffered.
| Review project details | Comments |
|---|---|
| Number of Pages | 171 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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