EFFECTS OF PROJECT-BASED METHOD ON BASIC EIGHT STUDENTS' ATTITUDE AND PERFORMANCE IN VOCABULARY ACQUISITION IN GBOKO LOCAL GOVERNMENTAREA

Abstract

The purpose of the study was to find out whether the use of project-based learning (PBL) strategy to teach vocabulary would make Basic Eight students to achieve more in vocabulary acquisition. The study also sought to find out whether students’ attitude towards vocabulary acquisition would improve with the use of project-based strategy. Two research questions were raised and answered. Also two hypotheses were postulated and tested at 0.05 levels of significance. The study adopted quasi-experimental, pre-test, post test, non –equivalent, non-randomized research design. A sample of 85 Basic Eight students of Government Day Secondary School Buter, Gboko was obtained from a population of 3641 using random sampling technique. Data were collected using Vocabulary Achievement Test (VAT) and Students’ Attitude towards English Learning Questionnaire consisting of 12 items and a four point scale (ranging from strongly agree to strongly disagree) to test attitude of students towards language skills. Data were analysed using mean and standard deviation to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. Findings revealed that there is a significant difference in the mean achievement scores of students taught vocabulary acquisition using project-based learning (PBL) and those taught using conventional method. The findings also revealed a significant difference in the mean attitude rating of students taught vocabulary acquisition using project-based learning PBL and those taught using conventional method in favour of the experimental group. The study recommends amongst others that teachers should find a way of providing more targeted support to students by involving vocabulary games that involve peer collaboration to teach vocabulary.