The Effect of the Use of Initial Listening and Reading Techniques on Performance in English Language Aural-Oral Skills

Simple item page
dc.contributor.authorAdeniyi, Moshood Raji
dc.contributor.otherAjibade, Y.A.
dc.coverage.geographicalNigeriaen_US
dc.date.accessioned2015-08-21T13:17:50Z
dc.date.accessioned2018-10-29T12:24:38Z
dc.date.available2015-08-21T13:17:50Z
dc.date.available2018-10-29T12:24:38Z
dc.date.issued2015-08-21
dc.degree.awardMaster of Arts in Educationen_US
dc.departmentSpecial Education and Curriculum Studiesen_US
dc.description.abstractThis study compared the effectiveness of initial listening and reading techniques on students' performance in English Language. It also examined the influence of initial reading technique on each of the listening and speaking skills with a view to improving students' aural-oral skills. The pretest – posttest control group design was adopted for the study. The study population comprised 24,738 Senior Secondary Two (SSS II) students from the three senatorial zones of Osun State. The sample comprised 600 SSS I I students who were purposively selected to include 300 males and 300 females from six public secondary schools in the three senatorial zones. An instrument titled "Achievement Test in Oral English" (ATOE) was used for data collection. The ATOE had a reliability co-efficient of 0.85 with a difficulty index ranging from 0.42 to 0.48. Data were analysed using t-test and ANOVA. The results showed, that there was a significant difference in the performance of students taught using Initial Listening Technique and those taught using Initial Reading Technique (ILT) (X = 26.45), (t= 4.64, P<0.05). The ILT (X = 26.45 SD = 6.8) was more effective than IRT (X=21.75 SD = 5.95). The results further showed that there was a significant difference in the performance of students exposed to ILT when the pretest (X = 17.45) and posttest (X = 26.45) scores of students in the groups were compared (t = 4.33, P< 0.05). However, there was no significant difference in the performance of students exposed to ILT on account of difference in location (F= 0.158, P > 0.05) and sex (t= 0.06, p>0.05). The results further showed that IRT did not yield significant difference when the pretest and posttest scores of students on each of the listening and speaking skills were compared, (t= 0.29, p >0.05). It was concluded that the teaching of aural-oral skills in English Language could be better enhanced through the use of initial listening technique than the initial reading technique.en_US
dc.facultiesEducationen_US
dc.format.filetypePDFen_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/3677
dc.language.isoenen_US
dc.pages.totalpages129en_US
dc.subjectListening techniquesen_US
dc.subjectReading techniquesen_US
dc.subjectAural-oral skillsen_US
dc.subjectSpeaking skillsen_US
dc.titleThe Effect of the Use of Initial Listening and Reading Techniques on Performance in English Language Aural-Oral Skillsen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
The Effect of the Use of Initial Listening and Reading Techniques on Performance in English Language Aural-Oral Skills by Adeniyi.pdf
Size:
14.71 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Thumbnail Image
Name:
license.txt
Size:
0 B
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Theses and Dissertations