EFFECTS OF PLAY-BASED INTERVENTION AND DIRECT INSTRUCTION STRATEGY ON VOCABULARY MASTERY ABILITY OF PUPILS WITH HEARING IMPAIRMENT IN ENGLISH LANGUAGE IN LAGOS STATE, NIGERIA
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Date
2019
Authors
Adeniyi, S.O
Lawal, K.K
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Abstract
Ability to effectively use the language of instruction different from
ones’ mother tongue is a function of adequate development of effective
use of mother tongue. However, children with hearing impairment
lack the ability and opportunity to develop and effectively use mother
tongue, which adversely affects the development and use of a
secondary language. This study, therefore, investigated the
effectiveness of Play-Based Intervention and Direct Instruction
strategy on mastery ability of children with hearing impairment in
vocabulary development in English language in Lagos State, Nigeria.
The research design was a quasi-experimental pre-test, post- test
control groups. All children with hearing impairment in inclusive
education in Lagos State constituted the population of the study while
the sample size was 28 pupils comprising 14 male and 14 female
pupils with hearing impairment. Simple random sampling and
purposive sampling methods were used to select schools and
participants’ respectively. Two research hypotheses were tested in this
study. Vocabulary Sequence Test (VOSET) with 0.70 reliability index
was used to gather relevant data. Mean, standard deviation, mean
difference, Analysis of Covariance (ANCOVA), and Least Significant
Difference (LSD) were the statistical tool for data analysis. The study
revealed that the two instructional strategies were efficacious in
teaching vocabulary to pupils with hearing impairment. However, Play-Based was more effective. Besides, the teaching methods do not
have significant gender effect on pupils with hearing impairment.
Play-Based Intervention and Direct Instruction should therefore, be
employed to teach language to children with hearing impairment at
basic levels.
Description
Scholarly article
Keywords
Play-Based , Direct Instruction , Hearing impairment , Student , English Language vocabularies , Mastery ability , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Adeniyi, S.O., Lawal, K.K. (2019). EFFECTS OF PLAY-BASED INTERVENTION AND DIRECT INSTRUCTION STRATEGY ON VOCABULARY MASTERY ABILITY OF PUPILS WITH HEARING IMPAIRMENT IN ENGLISH LANGUAGE IN LAGOS STATE, NIGERIA