EFFECT OF COMPUTER-BASED INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PRONUNCIATION OF VOWELS OF ENGLISH LANGUAGE IN ABUJA
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Abstract
This study investigated the effect of computer-based instruction on secondary school students’ achievement in pronunciation of vowels of the English language in the Federal Capital Territory, Abuja. Two research questions and two null hypotheses were formulated to guide the study. The sample for the study consisted of 160 SSS2 students from two co-educational schools in Gwagalada Area Council. The experimental group comprised 78 males and females while the control group comprised 82 male and female students. The research design for the study was quasi-experimental. A multi-stage random sampling technique was used. Both the experimental group and control group were given the same English vowels achievement test questions, but the difference is that while those in the experimental group were taught vowels of English with CBI, those in the control group were taught vowels of English using the conventional method. The instrument used for data collection was the English Vowels Achievement Test (EVAT) which was marked over fifty. Mean was used to answer the research questions while ANCOVA was used to test the hypothesis at P<0.05. From the results obtained, it was found that students in the experimental group had significantly higher Achievement scores in Vowels of English than their counterparts who are in the control group. Also, gender had a significant effect on the achievement of students in vowels of English. Based on the findings, it was recommended that English language teachers should adopt computer-based instruction in teaching vowels of the English language.
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