Effects of Drama and Theatre on Students’ Achievement in Language Teaching (Published)
This study investigated the effects of drama and theatre as a teaching strategy on the achievement of students in English language in Ankpa Local Government Area of Kogi State, Nigeria. One research question guided the study. 100 students were used as subjects for the study from three different schools. The students in each school were divided into two groups (GA and GB). GA was used as the experimental group while GB was the control group. Both groups were taught a topic together using literature method. They were then subjected to a pre-test. In the next two lessons, GA was taught a topic through the drama and theatre method, while GB remained in the classroom and was taught the same topic using a traditional method. A uniform post-test was administered to both group. The result of the pre-test was compared with that of the post-test. The comparison formed the basis for the analysis, decision and conclusion in this work. The findings revealed that the group that was taught with the drama and theatre method performed better than those taught using the traditional method. Based on this finding, the paper recommends, among others, that all would-be-teachers should be trained in the skills of using drama and theatre as a teaching method.
Keywords: Drama and theatre, English language teaching, Students’ Achievement
Influence of School Location on the Achievement of Students Taught Oral English with Games Technique (Published)
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This study was carried out to find out the influence of school location on the achievement of students taught Oral English with games technique. One research question and two null-hypotheses guided the study. The quasi-experimental research design involving non-equivalent control group was used for the study. The sample consisted 304 JS III students drawn from eight intact classes in Idah Education Zone of Kogi State, Nigeria. Pre-test and post-test were administered to all the groups (treatment and control). A 60-item Oral English Achievement Test (OEAT) was used for data collection. The data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The finding of the study was that location had influence on students’ achievement. The paper recommends, among others, that government should carry out proper monitoring and supervision of Oral English teachers in both urban and rural areas of Nigeria.
Keywords: Games Technique, Oral English, School Location, Students’ Achievement
Observing Contextual Teaching and Learning on Students’ Achievement in Writing Recount Text (Case Study: Smp Swasta Bina Bangsa, Batubara Regency) (Published)
Contextual learning theory occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context-that is, in relation to the person’s current environment-and that it does so by searching for relationships that make sense and appear useful. This study is intended to discover the effect of contextual teaching and learning on students’ achievement in writing recount text. It is conducted at eight (VIII) grade students of SMP Swasta Bina Bangsa, Batubara Regency. Based on the calculation, it shows that the reliability of the test is 0.99. Then, after analyzing the data, it was found that the value is 5.65 with the degree of freedom (df) = 38 at the level of significance p(0.05) = 2.024. It means that it is higher than tt (5.65 > 2.024). The result shows that contextual teaching and learning has a significant effect on students’ achievement in writing recount text in this school.
Keywords: Contextual Teaching and Learning, Recount Text, Students’ Achievement, writing