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
| dc.contributor.author | Adeniyi, S.O | |
| dc.contributor.author | Lawal, K.K | |
| dc.date.accessioned | 2022-11-04T14:09:14Z | |
| dc.date.available | 2022-11-04T14:09:14Z | |
| dc.date.issued | 2019 | |
| dc.description | Scholarly article | en_US |
| dc.description.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. | en_US |
| dc.identifier.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 | en_US |
| dc.identifier.uri | https://ir.unilag.edu.ng/handle/123456789/11863 | |
| dc.language.iso | en | en_US |
| dc.subject | Play-Based | en_US |
| dc.subject | Direct Instruction | en_US |
| dc.subject | Hearing impairment | en_US |
| dc.subject | Student | en_US |
| dc.subject | English Language vocabularies | en_US |
| dc.subject | Mastery ability | en_US |
| dc.subject | Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education | en_US |
| dc.title | 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 | en_US |
| dc.type | Article | en_US |