ABSTRACT
The study investigated the effect of scrabble game instructional technique (SGIT) on secondary school students’ achievement and interest in English Vocabulary. It also determined the influence of gender and location on students’ achievement and interest in English language vocabulary. Ten research questions and ten hypotheses guided the study. A quasi-experimental design was used. Specifically, the non-randomized control group design, involving two inter classes was used. The sample for the study consisted of 160 JSS II students from two co-educational secondary schools in Ajaokuta Local Government Area of Kogi State, which was the area of the study. A multi-stage sampling technique was used, first to draw the two co-educational schools and two inter classes from each school, and to assign schools to experimental (SGIT) and control group (LM). Two instruments, namely the English Vocabulary Achievement Test (EVAT) and the English Vocabulary Interest Inventory (EVII) were developed and validated. The internal consistency of EVAT was computed and found to be 0.86 using Kuder Richardson’s formula (K – R 20), while that of EVII was .837 using Crobach’s Alpha co-efficient method. 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 results indicated that SGIT had significant effect on students’ achievement and interest in English language vocabulary, but gender did not significantly influence students’ achievement and interest in English Vocabulary. Location was a significant factor in students’ achievement and interest in English vocabulary. The results also showed that there was no significant interaction effect of instructional technique and gender on students’ achievement and interest in English vocabulary. However, while there was significant interaction effect of instructional technique and location on students’ achievement in English language vocabulary, there was no significant interaction effect of instructional technique and location on students’ interest in English vocabulary. Based on the findings, it was recommended that the study provided empirical evidence of the efficacy of SGIT in enhancing students’ achievement and interest in English language vocabulary. By implication, if teachers of the English language adopt SGIT and practice it in their various schools, students’ achievement and interest in English language vocabulary may improve. It was, therefore, recommended among others that government and other professional bodies should organize workshops, seminars and conferences to educate and sensitize the serving teachers on the use of SGIT in teaching English vocabulary.
| Review project details | Comments |
|---|---|
| Number of Pages | 127 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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