EFFECTS OF TECHNOLOGY-ASSISTED INSTRUCTION ON SENIOR SECONDARY STUDENTS’ ACHIEVEMENT IN VOWEL SOUNDS IN JALINGO LOCAL GOVERNMENT AREA OF TARABA STATE, NIGERIA
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Abstract
Research findings indicate that most secondary school students achieve poorly in oral English despite the importance of the aspect of the language for communicative competence. To contribute to salvaging the situation, this study investigated the effects of Technology-Assisted Instruction (TAI) on senior secondary students' achievement in oral English in Jalingo Local Government Area of Taraba State, Nigeria. The study was guided by two research questions and two corresponding null hypotheses. Quasi-experimental pre-test and post-test design of non-equivalent groups was adopted for the study. Using simple random sampling technique, a sample of 50 students was used and assigned to experimental (TAI) and control (conventional) groups in two intact classes. Data were collected using Oral English Achievement Test (OEAT). Data collected were analysed using mean and standard deviation to answer the research questions and Analysis of covariance ANCOVA to test the null hypotheses at 0.05 level of significance. Findings revealed that there was a significant improvement in students’ ability to pronounce short vowel sounds correctly after the treatment. It was also found that the experimental group had a better ability to produce words each for short vowel sounds than the control group after the treatment. The study, therefore, recommended among other things that teachers of English should adopt learner-centred instructional strategies like TAI to teach students oral English.
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