Effect of Games on Teaching Pronunciation on JSS Students’ Achievement in Oral English in Imo State, Nigeria

  • Felicia N. Ofuani University of Benin, Benin City, Nigeria.
  • Sopuruchi Chidinma Adindu University of Benin, Benin City, Nigeria.

Abstract

This study was designed to examine the effects of games on teaching pronunciation on students’ achievement in Oral English in Owerri Municipal Local Government Area of Imo State, Nigeria. The quasi experimental research design was adopted. Two hundred and twenty seven subjects were used for the study. Pronunciation Achievement Test (PAT) was used as pretest and posttest. The reliability of the instrument was estimated at 0.74 using Kuder Richardson formula 20 (KR-20). Three hypotheses were used to guide the study which were tested 0.05 level of significance. The study revealed that there was significant difference in the achievement of students taught pronunciation using games and those taught using drill. It also showed that there was no significant difference in achievement of male and female students taught using pronunciation games and those taught using drill, there was significant difference in achievement in Oral English among students of different school types taught using pronunciation games and those taught using the drill method. Based on the findings, it was concluded that the use of pronunciation games is more effective than the use of drill method. It was recommended among others that the English Language teachers should use language games in teaching students, so as to create varieties in their everyday task as well as arouse their interest in learning.


Keywords: Oral English, pronunciation games, drill.

Published
2022-04-06
How to Cite
OFUANI, Felicia N.; ADINDU, Sopuruchi Chidinma. Effect of Games on Teaching Pronunciation on JSS Students’ Achievement in Oral English in Imo State, Nigeria. KIU Journal of Social Sciences, [S.l.], v. 8, n. 1, p. 159-166, apr. 2022. ISSN 2519-0474. Available at: <https://kampalajournals.com.ug/ojs/index.php/kiujoss/article/view/1419>. Date accessed: 29 may 2022.