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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: The study adopted the non-equivalent pretest-posttest control group research design. The population for the study comprised lower basic school pupils in Osun State. Sample consisted of basic III school pupils. A Local Government Area (LGA) was selected. Two primary schools were purposively selected from the LGA using simple random sampling technique. Two Primary III intact classes were selected from two basic schools also using simple random sampling technique. The two primary schools were randomly assigned to one control group and one experimental group. Control group was taught using conventional teaching method while the experimental Group A was taught using guided interaction strategy in basic phonology and morphology. Two instruments were used for data collection, namely: Pupils’ Basic Phonology Test (PBPT), and Pupils’ Basic Morphology Test (PBMT). Data collected were analyzed using percentage and Analysis of Covariance. The results showed that there was significant effect of guided interaction strategy on the lower basic school pupils’ basic phonology skill in the study area (F=8.559, p<0.05). The results also showed that there is significant effect of guided interaction strategy on the lower primary school pupils’ morphology skill in the study area (F=0.818, p>0.05). The results further showed that there is no significant effect of the strategy on the lower primary school pupils’ basic phonology skill (F=0.726, p>0.05) and basic morphology skill (F=0.726, p>0.05) based on sex. The study concluded that the use of guided interaction strategy in lower basic school is adequate in enhancing the mastery of pupils’ basic morphology and phonology skills. |
| Keywords: Effect, Guided Interaction, Morphology, Phonology, Lower Basic Schools |
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