EFFECT OF DRAMA AND ROTE-LEARNING TEACHING METHODS ON LANGUAGE DEVELOPMENT AMONG NURSERY SCHOOL CHILDREN IN POTISKUM METROPOLIS, YOBE STATE
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EFFECT OF
DRAMA AND ROTE-LEARNING TEACHING METHODS ON LANGUAGE DEVELOPMENT AMONG NURSERY
SCHOOL CHILDREN IN POTISKUM METROPOLIS, YOBE STATE
ABSTRACT
This study
was on effect of drama and rote-learning teaching methods on language
development among nursery school children in Potiskum Metropolis, Yobe State.
The study was guided by four specific objectives, four research questions and
four null hypotheses. This study was delimited to four indices of language
development (oral communication, writing ability, reading skills and
phonological skills).
Quasi-experimental
research design was used in the study. The population of the study was 430
nursery three children in the nine private nursery schools in Potiskum
metropolis that registered with Primary Education Board Potiskum Local
Government, Yobe State in 2016/2017 academic year. Purposive sampling technique
was adopted in the selection of two (2) schools for the study.
A total
sample of sixty (60) nursery school children was used for the study. Pre-test
post-test achievement tests were used for data collection. A pilot test was
conducted using test re-test reliability method to ascertain the reliability of
the instrument and reliability coefficient of 0.81 was obtained. The researcher
personally taught the children using drama for experimental group one and
rote-learning technique for experimental group two.
Data
collected were analyzed using frequency tables and percentages to analyze
children based on their teaching method. Mean score, standard deviation and
grades were used to answer the four research questions. The t-test statistics
was used to test the four null hypotheses at 0.05 level of significance. Based
on the analyses of data, the result showed that nursery school children taught
using drama performed significantly better than those in rote-learning in oral
language development.
The result
also revealed that there was significant difference between nursery school
children taught using drama on written skill and those taught using
rote-learning technique. Another result revealed that differences exist between
reading skill of nursery school children taught using drama and those taught
using rote-learning technique. The result also found out that there was
significant difference between phonological skills of nursery school children
taught using drama and those taught using rote learning method.
Based on the
findings, the researcher concluded that through drama teaching method, nursery
school children perform better and develop confidence in oral communication,
reading skill, writing ability and phonological skill of language development.
The researcher therefore recommended among others that, nursery school teachers
should develop a paradigm that shifts from teaching children language
development using rote-learning teaching method which is teacher centered.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Drama is a
multi-dimensional and improvisational form of art, designed especially for
educational purposes. The word drama comes from the Greek word dran, meaning
“to do or to act”. Drama is the type of play in which children participate in
pretend play, taking on the roles and interactions of those they observe in
their environment. During dramatic play, children interact with their peers,
learning how to appropriately interrelate and engage in various environments
and situations. It is through this type of play children learn how to have
successful social interactions, setting them up for educational achievement
both in the classroom and outside the classroom. However, it emphasizes the
thinking and creating processes that combine all the arts, such as drama,
music, dance, movement, rhythm, „rap‟, communication, puppets, masks,
role-plays and vignettes. Through drama children make sense of their
experiences. Furthermore, drama is seen as freeing children‟s potential.
As children
engage in imaginative play, they learn how to move between an imaginative world
and reality, learn and develop wisdom about the concepts of pretend and real,
and at the same time they engage in a repertoire of play scenarios that are
usually focused on acting out their real world. Scholars such as Toye and
Prendville (2010) and Bloodfield and Childs (2009) reported that drama in
education might assist children in using language with all its aspects such as
speaking, listening and establishing verbal and nonverbal communication.
Rote-learning
is a learning that involves memorization of concepts by continued repetition
that does not necessary requires understanding. In line with this, Betty (2009)
1
defined
rote-learning as learning by memorization without proper understanding. It also
referred to as reflection or mechanical learning. On the other hand,
rote-learning is a well-established practice in nursery schools in Nigeria
where approaches to education and assessment are really just tests of memory.
In Nursery school, rote-learning helps in developing language and accomplish
new learning through cramming and memorization. Rote-learning is the easiest
and most efficient way to instill knowledge to children, good in learning to
read an alphabetic and build higher-level critical thinking skills. In so
doing, they learn to use language to explain new experiences and realities
which in turn, help them to construct new ways of thinking and feeling.
Language
development is the acquisition of language and speech which occurs in the
context of relationships. Language development in the early years is linked, as
much of the form and content of communication between infants and their
caregivers in the first year of life depends upon affective expression.
However, Language development involves the process by which children acquire
the capacity to perceive, produce and use words to understand and communicate.
It involves the picking up of diverse capacities including syntax, phonetics,
and an extensive vocabulary. According to Crain and Lillo-Martin (2010)
language development is a complex and unique human quality but children seem to
acquire language at a very rapid rate of communication which includes: oral communication,
reading skill, writing ability and phonological skill.
Oral
communication is the expression of information or ideas by words of mouths. It
includes conversing with each other. It also include the ability to talk with
others, to give and exchange information and ideas such as ask questions, give
direction, coordinate work tasks to explain and persuade. Here the children
learn the ability to communicate with their
teachers,
school mates and even their parent in language of instruction delivery. Additionally,
early oral language proficiency is highly predictive in acquisition of
constrained skills such as letter sounds knowledge, concepts of print, phonemic
awareness and oral reading fluency among the pre-primary school children.
Another view by Gambrell (2014) reported that oral communication is a skill
upon which future success in reading and writing is based, and oral language as
a context for learning and practicing reading skills.
Writing is a
medium of human communication that represents language and emotion with signs
and symbols. Writing is a complement to speak or spoken language. Early
childhood writing is important to encourage children to listen carefully and to
articulate as clearly as possible. Accurate articulation is especially important
when children are recording sounds in their writing. According to Eno – Edem,
Mbaba, and Enan ( 2011) Early childhood writing skill is very critical on
academic, psychosocial competence and language development of children. Written
communication help children to understand written works that it connects in
meaningful ways to reading, and that it communicates information, through words
and symbols.
Reading is
the process of interpreting written language. Reading is a complex „„cognitive
process‟‟ of decoding symbols in order to construct or drive meaning. Reading
is a means of language acquisition, communication, and of sharing information
and ideas. On the other hand, the early childhood reading skills are crucial in
children‟s language development. Children interaction with printed words and
texts enable them to gain an understanding of the words, develop vocabulary and
grammar skills and strategies that are essential to effective literacy teaching
in the early years include reading, spelling vocabulary, fluency, comprehension
and writing composition (Paris, 2011).
Phonological
skill is the acquisition and understanding of the way sounds function in
language. It is also the understanding that speech can be broken into smaller
unit of sounds such as words, syllables, onset and primes. However, in early
childhood education, phonological skill is considered as a factor that
contributes to the reading and writing of young children which include the
ability of children to identify and make oral rhymes, and work with syllables
in spoken words,
and the
ability to hear, identify, and manipulate the sounds is an important indicator
of their potential success in language development. Another view by Goswami and
Bryant (2010) stated that phonological awareness is the child‟s ability to
reflect upon the sound patterns of words in his/her mental lexicon at different
„grain sizes‟, for example syllables or rhymes. Teaching through rhyming games,
for example, aids the development of phonological awareness.
Nursery School
is a pre-kindergarten class for children between the ages of three and five,
staffed wholly by trained pre-school teachers who encourage and supervise
educational play rather than simply providing childcare. These schools are
generally created as educational rather than childcare centre. Furthermore, the
philosophy of creating pre-primary education as spelt out by the National
Policy on Education in Nigeria (2014) is to:- enhance children smooth
transition from the home to the school; (ii) prepare the child for the primary
level of education; (iii) provide adequate care and supervision for the
children while their parents are at work; (iv) inculcate social norms; (v)
inculcate in the child the spirit of enquiry and creativity; (vi) develop in
children sense of co-operation and team spirit; (vii) learn good habits,
especially good health habit; and (viii) teach the rudiments of numbers,
letters, colors, shapes and forms, through play to the children.
Considering
that drama and rote-learning provide children with a rich way of thinking,
knowing, emotional development, the researcher wish to empirically investigate
the „„Effect of Drama and Rote-Learning on Language Development among Nursery
School Children in Potiskum Metropolis, Yobe State‟‟
1.2 Statement of the Problem
The ability
of children to see, understand and appreciate things is very crucial at their
language development in pre-primary schools. The role of nursery school on
language development of children between the ages of three and five, prior to
the commencement of primary school cannot be over emphasized. The role of
language development in helping children to use their natural capabilities for
perceiving efficiently – to have eyes that ‘see’, ears that ‘hear’, minds that
‘think’ and to have hands that manipulate- is crucial. Language development
appeal to various learning styles of nursery school children. Engaging children
in language development activities inculcate to children those attributes that
are positive.
Despite the
importance of language development on learning outcome of nursery school
children, the researcher observed that children have oral communication
difficulties. Interaction with teachers and some children showed that oral
communication has declined among nursery school children. In most schools
visited, the situation remains the same, parents, proprietors and even the
teachers acknowledged that the children‟s oral communication skills that are
critical for their language development is declining at alarming rate.
Furthermore,
educational researchers reported that there is poor oral language skills,
reading and writing difficulties at the primary education level which may have
effect on language development of children. The situation may jeopardize
language development of children. NAEYC (2008) maintained that one of the best
predictors of whether a child will function competently in school and go on to
contribute actively in an increasingly literate society is the level to which
the child progresses in reading and writing. Similarly, Udosen (2010) argues
that there is a complete or partial loss of reading and writing skills among
children in Nigeria. When the process of becoming literate through writing is
faulty, the tendency of language development will be affected.
However,
Dickinson and Neuman (2009) reported that reading skills enhance children rich
language and conceptual knowledge base, a broad and deep vocabulary, and verbal
reasoning abilities to understand messages that are conveyed through print. In
spite of the role of reading on children language development, a growing body
of research reported that most nursery school children have reading
difficulties, as a result, many of them get low grades when it comes to reading
exams.
Scholars such
as Srickland and Shannon (2009) argued that early vocabulary development is an
important predictor of success in language development. Srickland and Shannon
(2009) indicated that more than 70% language development among children is
difficulty in phonological skill. The author stressed that number of children
who have vocabulary difficulty is alarming. The outlined problems prompted the
researcher to find out the effect of drama and rote-learning teaching methods
on language development among nursery school children in Potiskum metropolis,
Yobe state.
1.3 Objectives of the Study
The major
objective of the study was to determine the effect of drama and rote-learning
teaching methods on language development among nursery school children in
Potiskum Metropolis, Yobe state.
Specific
objectives of the study were to determine:-
the effect
of drama and rote-learning teaching methods on language development (oral
communication) among nursery school children in Potiskum Metropolis, Yobe
state.
the effect
of drama and rote-learning teaching methods on language development (writing
skill) among nursery school children in Potiskum Metropolis, Yobe state.
the effect
of drama and rote-learning teaching methods on language development (reading
skill) among nursery school children in Potiskum Metropolis, Yobe state.
the effect
of drama and rote-learning teaching method on language development
(phonological skill) among nursery school children in Potiskum Metropolis, Yobe
state.
1.4 Research Questions
he study was
guided by the following research questions:
What is the
effect of drama and rote-learning teaching methods on language development
(oral communication) among nursery school children in Potiskum Metropolis, Yobe
state?
What is the
effect of drama and rote-learning teaching methods on language development
(writing skill) among nursery school children in Potiskum Metropolis, Yobe
state?
What is the
effect of drama and rote-learning teaching methods on language development
(reading skill) among nursery school children in Potiskum Metropolis, Yobe
state?
What is the
effect of drama and rote-learning teaching methods on language development
(phonological skill) among nursery school children in Potiskum Metropolis, Yobe
state?
1.5 Null Hypotheses
following
null hypotheses were formulated and tested at 0.05 level of significance:
There is no
significant effect of drama and rote-learning teaching methods on language
development (oral communication) among nursery school children in Potiskum
Metropolis, Yobe state.
There is no
significant effect of drama and rote- learning teaching methods on language
development (writing skill) among nursery school children in Potiskum
Metropolis, Yobe state.
There is no
significant effect of drama and rote-learning teaching methods on language
development (reading skill) among nursery school children in Potiskum
Metropolis, Yobe state.
There is no
significant effect of drama and rote-learning teaching methods on language
development (phonological skill) among nursery school children in Potiskum
Metropolis, Yobe state.
1.6 Significance of the Study
The outcome
of this study would be of significant benefit to nursery school teachers,
nursery school children, proprietors, curriculum planners and scholars. It is
expected that the findings of this study will also be disseminated through
journal publication, internet, libraries, seminars, Parent Teachers‟
Association (PTA) meetings and workshop.
This study
will provide nursery school teachers with a proposed action and strategy that
will help to enhance the general language development among the nursery school
children. In addition, through the findings of the study, teachers will
understand the importance of teacher-child communication via activities such as
retelling stories, answering open-ended questions, giving explanations,
describing, recalling, reporting event and processes and defining words are
very essential language development among the nursery school children. The
teachers would have access to this work through school libraries and PTA
meetings.
Utilization
of the recommendations of this study would enable scholars to adopt drama
teaching method which will go a long way to improving the performance of
nursery school children in language development skills in the study area. In
addition, this will create creativity, interaction and social relationship
among the children. The recommendations of this work will get to scholars
through publication, Internet and journals.
The findings
of this study will encourage proprietors to identify and recognize the need for
the introduction of drama in nursery schools to promote language development
for the benefit of children, teacher, and community. Furthermore, school
proprietors would also have contact with this finding via seminars and
workshops.The outcome of this work will help curriculum developers in Nigeria
to advance the study of drama in the nursery school creative art curriculum and
recommend trained and qualified teachers for teaching in the nursery schools.
These recommendations shall be communicated to proprietors and curriculum
developers through Internet and journals.
It is also
hoped that this research work would assist in providing new and continuing
scholars with the resources to investigate new concepts, strategies, and
methodologies to use in a dynamic and creative learning environment. In
addition, it is hoped that the study would provide future researchers with some
reliable instruments, action procedures, and references for employing in future
research. Journal publications, Internet and school libraries shall be where
the scholars and future researchers lay their hands on the findings.
sumptions
The
researcher assumed that the improvement of drama and rote-learning teaching
methods has the potential to promote language development among nursery school
children. Other assumptions of the study include the following:
It is
assumed that drama and rote-learning method of teaching will enhance children‟s
oral communication skill thereby, improving their language development.
It is also
assumed that when children are taught lesson using drama and rote-learning
teaching methods their writing skill increases hence, boost their language
development.
It is also
assumed that children have their reading skill widen if they are taught with
drama and rote-learning during lesson delivery which promote their language
development.
Children
have a chance of blending and assembling letters (phonological skill) when they
are taught lessons with drama and rote-learning teaching methods thereby
improving their language development.
1.8 Delimitation of the Study
The study
was delimited to the effect of drama and rote-learning teaching methods on
language development among nursery school children in Potiskum Metropolis, Yobe
State. In addition the study was delimitated to registered private nursery
schools in the study area. The study was further delimited to nursery three
children between the age of four and five in the two selected schools. The
reasons for choice of nursery schools children between four to five years of
age is because at this level they are familiar and exposed to basic rudiments
of language development. The study was delimited to two nursery schools because
of extraneous variables. The study was also delimited to the following indices
of language development: oral communication, writing skill, reading skill and
phonological skill.
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