Effects computer assisted instructional drill and practice on pupils’ achievement and retention in spelling and word- formation in English language in Niger State

Abstract

The study investigated effects of Computer Assisted Drill and Practice Instruction on Pupils Achievement and Retention in English Language Spelling and Word-formation in Niger State. The study adopted quasi-experimental design. Purposive sampling was used to select four schools from 2,603 schools in the seven educational zones in Niger State. 120 pupils were drawn as study sample from a population of 135,245 primary two pupils. The study sample comprised of 62 males and 58 females. One intact class each was randomly assigned to the four schools under study. Control group was taught with lecture method while experimental group was taught with CAI Drill and Practice package. Six research questions and six hypotheses guided the study. English Language Achievement Test (ELAT) was used for data collection. The CAI package and ELAT were face validated by experts while the reliability was established using Kuder Richardson (KR 20) analysis and the reliability coefficient was found to be r = 0.74. Treatment lasted for four weeks. Mean and standard deviation were used to analyze the research questions while analysis of covariance (ANCOVA) was used in the testing of the hypotheses. Findings show that CAI drill and practice package enhanced achievement and retention of English spelling and word-formation. It is recommended that, curriculum planners should infuse CAI packages into English programmes so that primary school teachers can use it ot teach English Language concepts.