EFFECT OF GAMING STRATEGY ON JUNIOR SECONDARY STUDENTS’ ACADEMIC ACHIEVEMENT IN YORUBA LANGUAGE

Ajetomobi Adebola Felicia

Abstract


Yoruba learners deserve necessary tools required to prepare for the 21st century’s global knowledge acquisition and the skills needed to be functionally linguistic. Games have many elements that make them powerful vehicles for human learning and have essentials skill needed for today’s learner of Yoruba language. This study therefore investigated the use of gaming as an innovative strategy to teach Yoruba language in junior secondary schools. The purpose of this study was to investigate the effect of gaming strategy on junior secondary students’ academic achievement in Yoruba language. A quasi experimental of pre-test-post-test non-equivalent control group design was adopted for the study. Simple random sampling technique was used to select four classes from two randomly selected junior secondary schools. A sample of 145 junior secondary school students from the targeted population of five junior secondary schools from two local governments in Abeokuta, Ogun State were assigned to two experimental groups and two control groups. 71 students formed the two experimental groups (36 and 35 students respectively) and were taught Yoruba language using gaming strategy while the 74 students (44 and 30 students respectively) in two control groups received the traditional method. In order to test the two hypotheses of this study, Yoruba Language Achievement Test (YLAT) was administered at the Pre-and Post-test stages of the research. The instrument was validated and pilot tested and a reliability coefficient of 0.79 was obtained using Guttmann Split-half statistic. Scores derived from the YLAT were analysed using independent t-test statistics. Gaming group reported a significantly higher level of academic achievement than the traditional method group. Statistically, there were significant differences between the two groups regarding their academic achievement. The findings revealed that: there is a significant difference in achievement of students taught Yoruba Language using gaming strategy and traditional Method (df = 143; t= - 14.581; P ˂ 0.05). And there is no significant difference in the achievement of male and female students taught Yoruba Language using Gaming (df = 69; t = .940; p>0.05.). The findings demonstrated that gaming strategy was effective in improving academic achievement of students in Yoruba language and their achievement was not based on gender.

Full Text:

PDF

References


Agbatogun, A. O. (2013). Comparative effect of interactive mobiles (clickers) and

communicative approach on the learning outcomes of the educationally disadvantaged

Nigerian pupils in ESL classrooms. Unpublished Ph.D. Thesis, University of Edinburgh,

Scotland.

Agosto, D. E. (2004). Girls and gaming: A summary of the research with implications for

practice. Teacher Librarian, 31(3), 8 - 14.

Ahmad, F. & Aziz, J. (2009). Students’ perception of the teachers’ teaching of

literature, communication and understanding through the eyes of the audience. European

Journal of Social Science, 7(3), 17 - 21.

Bonwell, C. C. & Elson, J. A. (1991). Active learning: Creating excitement in the classroom.

ASHE-ERIC Higher Education Report No 1. Washington DC: George Washington

University.

Chudi-oji, C. (2013). Student performance in English Language. Retrieved from

http://www.doublegist.com/Student_Performance_in_English Language_in_Nigeria.htm/

Deterding, S., Sicart, M., Nacke, L., O'Hara, K., &Dixon, D. (2011) Gamification. Using gamedesign elements in non-gaming contexts. In Proceedings of CHI Extended Abstracts,

- 2428.

Dike, J .W. & Umegboro, K. (2015).Teaching variables and students’ performance on the

concept of saponification. British Journal of Education. 3(8), 40 - 46.

Dubravac. S. (2012). Game mechanics for classroom engagement. Cutting-Edge Technology in

Higher Education. 6, 67 – 94.

Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance

learning. Department of Adult, Career & Higher Education University of South Florida.

[email protected]

Farahani, A. A. K.& Nejad, M. S. K. (2009). A study of task-based techniques, gender and

different levels of Language proficiency on speaking development. Pazhuhesh-e

Zabanha-ye Khareji, 49, 23 - 41.

Green, C. & Bavlier, D. (2012). Learning, attentional control, and action video games. Current

Biology, 22, 197 – 206.

Guiang, A. (2013). The effect of online gaming to students’ academic performances, problem

solving strategies, decision making and visualization. Thesis proposal. Retrieved from

http://www.academia.edu/4125630/thesis _proposal

Hartmann, T. & Klimmt, C. (2006). Gender and computer games: Exploring females' dislikes.

Journal of Computer-Mediated Communication, 11(4), 910 - 931.

Kang'ahi, M., Indoshi, F. C., Okwach, T. O.& Osodo, J. (2012). Gender and students' academic

achievement in Kiswahili Language. Journal of Emerging Trends in Educational

Research and Policy Studies, 3(5), 716 – 728.

Karthigeyan, K.& Nirmala, K. (2012). Academic achievement in English: An analysis through

gender lens. MIER Journal of Educational Studies, Trends and Practices, 2(2), 144 - 157.

Lazzaro, N. (2004,). Why We Play Games: Four Keys to More Emotion Without Story. Retrieved

from http://www.xeodesign.com/xeodesign_whyweplaygames.pdf.

Madhavi, J. (2013). Activity-based learning/teaching: A pedagogical approach in teaching

English grammar in India. Journal of Technology ELT. (English Language Teaching.

(1). Retrieved from http//.www.activity-based-learning-teaching-a-pedagogicalapproach-in-teaching-english-grammar-in-india.htm.

Meyer, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college

classroom. San Francisco: Jossey-Bass.

Mishra, S. K. & Yadav, B. (2013). Effect of activity-based approach on achievement in Science

of students at elementary stage. Global Journal of Human Social Science, 13(4), 11 - 22.

Mubaslat, M. M. (2012). The effect of using educational games on the students’ achievement in

English Language for the primary stage .Amman –Jordan

Musa, K. J. (2013). Gender, geographic locations, achievement goals and academic performance

of secondary school students from Borno State, Nigeria. Research in Education. 90, 15 -

Obayan, P. (2002b). Revitalizing Education in Africa. Ibadan: Stirling-Horden Publishers,

Nigeria.

Oyinloye, G. O. (2008). Assessing the need for literacy in the Mother tongue for national

development. Pakistan Journal of Social Science, 5, 527 - 533.

Prensky, M. (2010). Digital game: Fun, play, and games: What makes game engaging. McGrwHill. Retrieved from http://www.games2learn.com/

Ryan, A., & Pintrich, P. (1997). “Should I ask for help?†The role of motivation and attitudes in

adolescents’ help seeking in math class. Journal of Educational Psychology, 89, 329 -

Unity, O. & Igbudu, U. (2015). Influence of gender on students’ academic achievement in

Government Subjects in public secondary school in Oredo Local Government Area of

Edo State, Nigeria. Journal of Educational and Social Research 5(2), 101 - 104.

Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K. & Wright, M. (2006).

Computer gaming and interactive simulations for learning: A meta-analysis. Journal of

Educational Computing Research, 34(3), 229 - 243.

Vygotsky, L. S. (1978). Mind in society: The development of higher Psychological processes.

Cambridge, MA: Harvard University Press.

Wolpe T. (2013). Why gamification apps are playing out badly for business? Retrieved from

http://www.zdnet.com/why-gamification-apps-are-playing-out-badly-forbusiness7000011184/.


Refbacks

  • There are currently no refbacks.