Ojionuka Arinze
University of Nigeria
Research Publications
UMO, Uju Clara
Author PG/Ph.D/97/24256
Effect of Games on the Achievement and Interest of
Title Junior Secondary School Students in Igbo Grammar
Education Faculty
Arts Education
Department
April, 2001 Date
Signature
:$,CI-IIEVEh!EN'l' AhrD JNTEP-EST 05' PJNf 09
SECONDARY SC!IO@L STU9ENTS 'N ICE30 GRA?t?!VAT;I
4
A thcsis P~uuiitedto thc Facu!ty of Education Approval Page
This thesis has been approved for the Sub-Department of Arts Education
University of Nigeria, Nsukka.
57d-j upervisor Internal Examiner I1 -
@tfi.~117+1 . He of Department Certification I
I Umo, U~UClara, a post graduate Student in the Sub-Department of Arts I Education and w~th registration number PG/Ph.D/97/24256 has satisfactorily completed the requirements for the degree ot Doctor of
Philosophy in Language Education.
The work embodied in this thesis is original and has not been submitted in part or full for any other diploma or degree of this or any other
University.
DR. F.A. OKWO d -DR.G. C. OFFOKMA
Head of Department Supervisor Dedication
This work is dedicated to my husband Anietie and beloved children, Ima,
Eno and Smart. Acknowledgements
A work of this nature could not have been possible to accomplish without the overt and covert assistance of a number of people. To such people, .I owe my immense gratitude and wish to use this medium to extend my profound appreciation to them.
First among them is DR (Mrs) G.C. Offorma, my thesis supervisor \ who not only made materials available but displayed a friendly and motherly co-operation which facilitated the completion of the work.
I also owe thanks to Prof. B.O. Oluikpe of linguistic Department for his immense contribution, which helped in shaping the work. I am highly indebted to Dr F. A Okwo for exposing me to the rudiments of practical research and also providing materials for my research work.
My special thanks go to DR and DR (Mrs) S.A. Ezeudu for their moral, financial and academic support which provided the motivating spirit that pushed me on. I am also indebted to Dr. .T.O. Mgbodile, the content reader during the proposal and seminar and Dr Tr. R.U. Okafor, the design reader for their scholarly input and advice. My regards also go to the followings:
Drs Uchenna Nzewi, D.N. Eze, Appo Nwosu, E.K.N Nwagu, Queen Joy
Nwoji, Julie Ibiam, Angie Oboegbulam, Dan Enyi, Nelson Ogbonnaya and Nkadi Onyegegbu for their constructive criticisms and advice. My special regards go to Dr W.J. Kalu who not only provided office accornodation for
6 me but also sh~wedmotherly affection. I am also indebted to the following colleagues of mine, Dr (Mrs) AM Okolo, Joe Cliukwu, F.N. Anyanwu,
Mr B.C. Madu for their encouragement and concern. I appreciate the efforts and contributions of Sir Prof. Ama Nwachukwu, Prof Julie Okpala,
Prof J.N. Ogbazi, Prof. J.U.Okorie and Prof E.Eke for their positive criticisms and suggestions which improved the quality of this work.
My thanks also go the research assistants Mr. Odinaka Abonyi, Alpho Ilo, Mrs M. Onwuachi, Regina Aguchime and others includl*ng students and principals sf sampled schools whose assistance and co-operation are immensely appreciated. Special thanks is accorded to my relations Dr and Dr(Mrs) A.C. Ude, Mr Frank Ude, Mr and Mrs Emma Okechukwu, Mr and Mrs Martins Ude, Nath Nneka Ude,. Willy Ude, Mr Maurice Ude, Nwakaku Ude, Dr and Mrs Ayelabowo, Bisi Adegoke, Mr and Mrs Nebechi Ugwuozor, Mr and Mrs Emem Umo, Dr and Mrs Uwem Uino and Mr Cosmir Eneota for their financial and moral support. Finally my thanks go to Mrs Monica Agu of Computer Department for analyzing the data for this research. May the Almighty God bless you all. Umo, Uju, Clara November, 2000 This study was carried out to investigate the effect of games on the achievement and interest of Junior Secondary School students in Igbo grammar. The effect of gender and location on the achievement and interest of JSSII students taught using games were also investigated. Six research questi~nswere generated and ten null hypotheses formulated to guide the study. After a review of related literature, a quasi-experimental study of non-equivalent control group design was adopted. Intact classes were used.
The sample consisted of one hundred and ninety-seven (197) JSSII students drawn from eight Secondary Schools in Nsukka Education Zone. Multi-
Stage Sampling techniques was adopted for the sampling. In the first instance, stratified random sampling technique was employed to draw four
Secondary Schools each from Nsukka Urban and Rural Locations. The
Stratification was on the basis of gender and location. The sampled schools were randomly assigned by balloting to the treatment and control groups.
Regular Igbo teachers taught the students. Identified extraneous variables were controlled and all the groups were pre and post-tested with the achievement test and interest inventory. An internal consistency reliability estimate of 0.82 using Kuder-Richardson formula 20 was computed for Igbo
vii grammar achievement test (IGAT) while an internal consistency of 0.63 using crombach Alpha formula was calculated for Igbo language interest inventory (ILII). The data generated from the study was analyzed using
2x2~2analysis of Covariance (ANCOVA), means and standard deviations.
The major findings of the study were.
there was no significant effect of game strategy on students'
achievement in Igbo grammar.
there was a significant effect of qame strategy on students' interest
". in Igbo grammar.
gender was a significant factor on both the achievepent and interest
of students in Igbo grammar, ;
location had a significant effect on both the achievement and interest
of students in Igbo grammar.
the combined effects of variables method, gender and location had
an influence on both the achievement and interest of students in Igbo
grammar but when a pair wise comparison was made on the
independent measures, there was significant effect on achievement
but no significant effect on interest. The Educational implications of
the findings were extensively discussed, The limitations of the study
were also exposed while some recommendations were made which
viii include, that emphasis should be given to equipping students with the necessary skills in using games since it proved efficacious in enhancing students interest. Seminars and workshops. should be organized by the various organs of government on the importance of use of innovative strategies like games in teaching and learning process especially in the area of language education. Emphasis of these seminars should be laid on gender and location factors on language education. Table of Contents
Page
Title page ...... i
Approval page ...... ii
Certification ...... iii
Dedication ...... iv
Acknowledgements ...... v
Abstract ...... ,vii
Table of contents, ...... x b List of Tables ...... xv
CHAPTER ONE: Introduction ......
Background to the Study ...... 1
Statement of the Problem ...... ;...... 12
Purpose of the Study ...... 13
Significance of the Study ...... :...... 14
Scope of the Study
Research Questions ...... 18
Research Hypotheses CHAITER TWO: Review of Literature ...... 22
Theoretical framework ...... 23
Concepts and Role of Games in Teaching and Learning ...... 27.
Procedural Techniques of Instructional (Educational) Games .... 35
The Place of Vowel harmony and word formation in Igbo grammar 38
.Methods and Strategies for Teaching Igbo language ...... 43
Students' Achievement and Interest Areas in Igbo Language
attainment ...... 48
Location and Gender as factors in Igbo language attainmenr...... 51
Orthography Controversy and Dialectal Problems ...... 53
Review of related studies ...... 58
Summary of Literature review ...... 69
CHAPTER THREE: Research Method ...... 72
Research Design
Area of the Study ...... 73
Pop~llationof the Study ...... 73
Sample and Sampling Technique ...... 74
Experimental procedure ...... 76
The ~akeStrategy ...... 76 Steps Taken in Controlling Some Extraneous Variables ...... 80
Instrument for Data Collection ...... 82
Validation of the instrument ...... 83 .
Trial testing of IGAT and ILII ...... 85
Item Analysis
Reliability of IGAT
Reliability of ILII
Trial Testing of the games
Validation of lesson plans
Method of Data Collection
Method of Data Analysis
CHAPER FOUR: Results of the Findings ...... 90
CHAPTER FIVE: Discussion of Results. Conclusions.
Implications. Recommendations and
Summary ...... 111
Discussion of Results
Conclusion
~ducationalImplications
Recommendations
xii CHAPTER TWO: Review of Literature ...... 22
Theoretical framework ...... 23
Concepts and Role of Games in Teaching and Learning ...... 27
Procedural Techniques of Instructional (Educational) Games .... 35
The Place of Vowel harmony and word formation in Igbo grammar 38
Methods and Strategies for Teaching Igbo language ...... 43
Students' Achievement and Interest Areas in Igbo Language
attainment ...... 48
Location and Gender as factors in Igbo language attainment . i ...... 51
Orthography Controversy and Dialectal Problems ...... 53
Review of related studies ...... 58
Summary of Literature review ...... 69
CHAPTER THREE: Research Method ...... 72
Research Design
Area of the Study ...... 73
Popdation of the Study ...... 73
Sample and Sampling Technique ...... 74
L Experimental procedure ...... 76
The ~arheStrategy ...... 76 Limitations of the Study
Suggestions for further Studies
Summary
References
... Ylll Appendices Page .
A . Initial version of Igbo grammar achievement test (IGAT) 14 1
B . IGAT that survived face validation ...... 159
Ca . Initial version of Igbo Language interest inventory (ILII) ... 174
Cb . ILII that survived face validation ...... 178
D Experts' vetting of IGAT ...... 181
E Experts' comments on lL11 ...... 186
F . Item Analysis for IGAT ...... 188
Ga . Data showing the proportion of respondents that passed + or failed each item ...... 192
Cb. Calculation of Reliability of IGAT using Kuder-Richardson
formular 20 ...... I93
1.1 . Test-Re-test Reliability showing the stability of the IGA?'. ... 195
I Calculation of Reliability of ILII using Crownbach alpha .... 197
J Lesson Notes for Controlled group ...... 198
K Lesson Notes for Experimental group ...... 217
L Vowel Harmony Games ...... 233
M Model Answers for ICAT ...... 259
xiv List of Tables
Page
Tables 1: SSCE RESULTS IN IGBO LANGUAGE OF SELECTED
SECONDARY SCHOOLS. IN NSUKKA L.G.A. 1995 -
1998...... 6
Table 2: Groups with LocationIGender and Treatment Conditions. 75
Table 3: Scale and Scoring format for ILII ...... 83
Table 4: Table of Specification for Igbo Grammar Achievement Test.
(IG AT) ...... e 84
Table 5: Pearson Correlation Co-efficient between the Covariates and
the dependent variables...... 91
Table 6: Students' prelpost achievement mean (X) scores and standard
deviations in Igbo grammar for both experimental and
control groups...... 92
Table 7: Analysis of Covariance (ANCOVA) of Students post -
achievement mean scores in IGAT (treatment by Gender by
location) ...... 94
Table 8: Male and female students' pre and post achievement mean
scores and standard deviations in experimental and control
setting in Igbo grammar...... 95
xv Table 9: Urban and Rural Students' prelpost achievement mean scores
and standard deviations for both experimental and control
groups...... 97
Table 10: Students' prelpost Interest mean scores and standard
deviatians in Igbo language for bath experimental md control
groups...... 99
Table 11: Analysis of covariance (ANCOVA) of students' post- interest
mean score in ILII ...... 101
Table 12: Turkey's Post Hoc. multiple comparison Test between the 4 adjusted mean on overall interest by method...... 102
Table 13: Male and Female students' Prelpost Interest mean scores and
standard deviations for both the experimental and control
groups...... 103
Table 14: Urban and Rural students' Prelpost interest mean scores and
standard deviations for both the experimental and control
groups in Igbo...... 105
Table 15: Turkey's post hoc multiple comparison Test between the
adjusted mean on overall achievement by gender...... 107
Table 16: Turkey's post hoc multiple comparison Test between the
adjusted mean on overall achievement by location...... I08
xvi --List ofmures
Page
Figure I: Experiential Learning Model Adapted From
KOLB (1984) ...... 24
Figure 11: Vowel Chart...... 38
xvii CHAPTER ONE
Introduction
Background to the study
The broad aims of secondary education within the overall national objectives of Nigerian education (FRN 1981) are as follows: "Preparation for useful living within the society, and preparation for higher education"
(P.16). In specific terms, part of the mandate for the secondary school system is to f'develop and project Nigerian cultural heritage ahd foster
Nigerian unity with emphasis on the common ties that mite us in our diversity, (F.R.N. 1981). To achieve the stated objectives, the Junior
Secondary School Curriculum is structured to include two Nigerian
Languages in the core subjects, while the Senior Secondary School L Curriculum provides for a compulsory study of one Nigerian Language
In selecting two Nigerian Languages, students are required to study the language of their own area in addition to any of the three main Nigerian
Languages, Hausa, Igbo and Yoruba, subject to availability of teachers.
Ideally, the Nigerian child at Junior Secondary School level has at least two
Nigerian Languages which he/she should strive to acquire since doing so will make himlher a n~uchmore effective Nigerian in terms of communication with fellow Nigerians.
Language and culture are inseparable and to separate a child from his language and culture at an early stage of his school education is to make him have no regard for his culture. Apart from seeing language as a means of preserving the people's culture, it is the basic factor in communication as well as a formidable tool of social interaction (Olagoke, 1979: 16).
It is against this background that the then National Education Research
Council, (NERC) with its usual innovative educational ideas, was mandated by Joint Committee on Education (JCE) held in January 1982 to deblop the curriculum for the three main Nigerian Languages for use at the proposed
Junior Secondary School.
The objectives of this curriculum (NERC, 1982) are as follows
lo teuch Students to express themselves correctly in the rrpproprirrte
Nigerian Languages, employing uppropriule lexical and jigures of'
speech:
demonstrate the fumiliarity of and acquaintunce with on uhility to
discuss and explain elements of the oral lrudition of' the ltrnguage
(Folktales, riddles, gumes, songs e.l,c.);
reud and uppreciule literuture wri'tlen in Nigeriun Lungurrges
wilhout dificully und a( u reu,sonuhle speed; carry out continuous writing in Nigerian Language emplo-ving
correct uslrge of grammar, idiomatic expression, orthop-uphy,
punctuation and other mechanics of'the Iongwge;
maniSest creativity in Nigerian Language through composition of
short stories, plays, news-sheets, word-gumes son,qs etc, in the
langulrge;
acquire the necessary tool to cope with jurther stciclies in Nigericln
Languages, if so desired @. 6).
Subsequently, the National Curriculum in Igbo Language was structured by
NERC in 1982, in line with the above objectives. The,Fourth a~idfifth objectives which deal with the written and grammatical dimension of the curriculum are of particular interest in this study. This is because the utility values of any language lie in the ability to communicate ideas effectively in written and oral forms. From the researcher's experience as a classroom teacher, it seems that the ideas are most communicated through plays,
games, short stories and songs. The Igbo curriculum ' package is comprehensive. It employs both thematic and conceptual approach in organizing the content. This curriculum package is designed to make the efforts of the teacher, the implementers of the curriculum, lighter. This is because the objectives for each topic has been broken into specific terms, teachers and pupils activities including instructional method and media have been outlined for each topic. It is doubtful if these methods are effectively utilized, particularly in the area of grammar consisting of' alpl~abcts,CUITCIII orthography, the sound system (tone marking) vowel harmony, formation of words and sentences. The suggested methods (FME, 1982) for teaching the grammatical contents include, discussion, silent reading, use of games and songs. The researcher seems to believe that if all these innovative methods are properly used, Students will perform highly in the subject. However b from the researcher's experience, it is doubtful if teachers are familiar with the methods especially in the areas of games and role-playing. The methods teachers use are mostly lecture method, which is not activity based. To get teachers familiar with the methods advocated in the curriculum, government has initiated training and retraining of Igbo language teachers through sponsorship of fresher courses and seminars. In the same vein, the society for the promotion of Igbo Language and culture (SPILC) has produced teachers' guide for the teaching of Igbo. The society's effort in this regard is epitomized in its "C)kaasusu Igbo" - Igbo meta language.
In spite of these efforts to raise the status of Igbo Language, the subject appears to be badly treated and neglectedr in schools (Ume, 1978 and Egudu, 1984). For instance all the aspects of the grammar of Igbo language, literature, culture are given the same time on the school time- table while English language and literature, apart f'rom being separately treated, have five periods and three periods respectively in a week.
b Furthermore, research findings show that the Igbo grammar which deals with igbo alphabets, current orthography, the sound system including vowel harmony and word formation are poorly taught (Ogbalu, 1976, Ume, 1978,
Anasiudu, 1986). Ume, (1978) also pointed out that recognition of lgbo alphabets and vowels including the rules guiding the formation of words which are so important in Igbo Language studies are not e(mphasized by teachers. He maintained that lack of recognition of alphabets and vowcls resulted in students' inability to harmonize words. The researcher's interaction with few schools during the teaching practice exercise showed that Junior Secondary School students do not know how to read and wr:ile
Igbo alphabets much less using the letters to form words. This situation which is in agreement with Ume (1978) and Azkiwe (1989), appeared to have resulted in persistent poor achievement and low interest of students in
Igbo Language, (WAEC REPORT, 1993). The level of achievement in Igbo
Language by students is not encouraging. To buttress this point, table 1 shows the SSCE results in lgbo of 5 schools in Nsukka Local Government
Area after a period of 4 years (1995 - 1998). language, literature, culture are given the same time on the school time- table while English language and literature, apart f'rom being separately treated, have five periods and three periods respectively in a week.
D Furthermore, research findings show that the Igbo grammar which deals with igbo alphabets, current orthography, the sound system including vowel harmony and word formation are poorly taught (Ogbalu, 1976, Ume, 1978,
Anasiudu, 1986). Ume, (1978) also pointed out that recognition of Igbo alphabets and vowels including the rules guiding the formation of words which are so important in Igbo Language studies are not emphasized by teachers. He maintained that lack of recognition of alphabets and vowcls resulted in students' inability to harmonize words. The researcher's interaction with few schools during the teaching practice exercise showed that Junior Secondary School students do not know how to read and wl:ile
Igbo alphabets much less using the letters to form words. This situation which is in agreement with Ume (1978) and Azkiwe (1989), appeared to have resulted in persistent poor achievement and low interest of students in
Igbo Language, (WAEC REPORT, 1993). The level of achievement in Igbo
Language by students is not encouraging. To buttress this point, table 1 shows the SSCE results in Igbo of 5 schools in Nsukka Local Government
Area after a period of 4 years (1995 - 1998).
Table 1 shows that for the five, schools' results pulled together, the total percentage of outright failures were 2 1% , 29 % , 30 % and 34 % for the years
1995, 1996, 1997 and 1998 respectively. This shows that about one third of the classes that took the examination in three out of four years failed. Also ordinary passes which is equally regarded as failures in the GCE standard attracted 42%, 18%, 19% and 15% failure rates for the four years respectively. For the results of individual schools; School A had failures of # about 25% and above in three out of the four years. School B had failures of about 25% and above for the entire four years , or an average of 33 % failure for 4 years. School D had failures of 34 % and above for the entire years, or an average of 52% failure for 4 years. While School E had failures of 40% and above for three (3) out of the four (4) years or an average of 38% failure for the 4 years. This table therefore goes to prove that the students are not performing highly in SSCE in Igbo Language.
This result corroborated with the WAEC Chief Examiner's Reports
(WAEC, 1993, 1996, 1997) as they all pointed to the fact that students are not performing as expected in Igbo language. For instance, the report were unanimous in pointing out that candidates were unable to express themselves very well in standard Igbo, had poor knowledge of grammatical
rules, and could not differentiate between a pronoun and a prefix, were unable to put diacritic marks where necessary 'and many of them wrote in their dialects, The above-identified indices of poor perform? lice are specifically related to Igbo grammar.
The contributory factors to this poor performance could be found
among the followings: lack of interest by both parents, teachers and
students (Afigbo, 197 1; Adiele, 1972; Nwadike, 1982), dialectal problems + (Nwachukwu, 1971; Ume 1978; Osisionwu, 1981; Emenanjo, 1987;), poor method of teaching (Okorie, 1979; Ubahakwe, 1982; Azikiwe, 1989) among others.
On lack of interest, Afigbo (1971) pointed out that the overwhelming
a; majority of the educated Igbo have never been interested in their language.
He indicated that most of the elites cannot read or write in their own dialcct
in any script without tears.
This societal problems have affected the students and teachers of Igbo, who
are modeled by the societal norms. Similarly, Omeje (1997) indicated that,
despite the fact that Igbo language has been a compulsory subject in all
schools, students do not attach much importance to its study, since it is not a pre-requisite for entry into the universities and other higher institutions as compared to English.
In the area of dialectical probl-ems, Emenanjo (1979) and
Nwachukwu (1983) claimed that Igbo Language is seen as a difficult subject because it lends itself to many dialects. Onwudiofu (1984) confirms the above claims. He observes that the problems of dialectical influence made many students mix standard Igbo with their dialects. This report agrees with the earlier indicated Chief Examiner's report of 1993, 1996 and 1997.
Research findings and personal experiences of the present researcher show
b that teachers do not use innovative methods outlined in the curriculum package in teaching Igbo. For instance, Onwuka (1981) observed that majority of our teachers do not use various methods in teaching the subject.
He noted that the methods the teachers use like lecture and discussion are boring and cannot arouse the interest of students in learning, and this made some students resort to sleeping, chatting or moving out of the class during
Igbo lessons. This poor method of teaching made Ubahakwe (1979) comment that the Igbo language teachers are engaged in a psycho-linguistic see-saw. That is an idea is conceived in Igbo, it is then coded in English in the class. This ugly situation affects the students' performance in Igbo language. Since innovative techniques seem to be lacking in the teaching of Igbo language there is need to try one which will be both activity oriented and child centered to see whether it could arouse the interest oi'the students.
Among the strategies outlined in the Igbo curriculu~npackage, the one that appears very motivating and interesting in terms of usage is game, since every one is involved in one type of game or the other. However, as a teaching strategy, a game may mean a lot more. Learning games are problem oriented. They have planning stage, execution stage and more importantly the de-briefing stage. Teaching 8anles are often associated with simulalions probably because both of them involve role playing and they
b create problem solving situations.
However, Games and simulations methods are quite different from each other. A game is played when two or more players compete or co-opcrate for pay offs according to a set of rules (Peason and Smith, 1986). In games, there is a winner and a loser. Game as teaching strategy is child centered.
Children play games easily without the aid of instructor. Also games allow for healthy competition among the competitors while simulation is centred on posing and solving real life problems.
Many researchers have demonstrated the effectiveness of games in their various subject areas. For instance Anikweze (1988) proved that games were superior to conventional method in enhancing interest of students in Geography. Jones (l986), Obanya, (l987), Ibiam (1 987) and
Okoye, (1993) also determined the usefulness of games as a teaching strategy both in science and social science subjects. However, learning games are not without their problems. They appear to be time consuming.
Evaluation of learning accruing from them might be diffidult, Finally, playing of the game might become more important to learners than learning from the game.
Although the use of games as a teaching strategy has been demonstrated to be effective in subjects like geography, sciences, and social + sciences, Its effectiveness is yet to be determined in the teaching of Igbo
Language. Similarly, even though gender gap in coinprehension and expression in any language remain inconclusive, it is a general belief that girls are more prone to learning of language than boys. (Terman & Tyler,
1954). The question of whether games should show such gender gap with respect to Igbo language becomes crucial. In like manner, Emenanjo
(1979) and Nwachukwu (1983) observed that there is dialectical interference in Igbo grammar. The question of the influence of school location on students' performance in lgbo grammar using the games technique needed to be addressed. State.ment of the Problem
There is evidence to show that the level of attainment in Igbo
language and in written grammar in particular is lower than expected in the
secondary schools. The Chief Examiner's Reports (WAEC, 1993, 1996 &
1997) indicated that candidates were unable to express themselves very well in standard Igbo, had poor knowledge of grammatical rules, could not differentiate between a pronoun and a prefix, were unable to put diacritic marks where necessary and many of them wrote in their dialects.
This low level of achievement has been attributed primarily to poor teaching
1 methods (Madubuko, 1991).
The methods presently in use by teachers of Igbo language as pointed out by Okorie(1979), is mainly lecture method. Probably, the non- use of innovative methods that aie problem solving oriented such as games,
simulation and project method could be the main cause of poor performance of students'in Igbo language. This is because the lecture method dominantly used seems to make students passive participants in the teaching process
(Okorie, 1979). More importantly, lecture method does not allow teachers
to adapt learning to the level of students understanding (Mkpa, 1987).
Consequently, teachers find it difficult to adapt lecture method to the
teaching of rudimentary aspects of Igbo grammar such as vowel harmony and word formation. Thus, students find these aspects of Igbo g,rarnnir difficult. There is then the need to seek ways of making the teaching of Igbo grammar more effective in order to enhance students' achievement and interest. Therefore, the problem of this study put in question forms are as follows:
To what extent will the use of games positively influence students' achievement and interest in some aspects of Igbo grammar? Also how does location and gender affect students' achievement and interest in Igbo?
Purpose of the Study
# . The general purpose of this study was to find out the effect of some games on achievement and interest of Junior Secondary Students in Jgbo
Grammar.
Specifically, the study intended to:
(a) determine the effect of games on the achievement of students taught
vowel harmony and word formation.
(b) deternline the effect of gender on the achievement of students taught
using games
(c) determine the effect of location .on the achievement of students
taught using games. determine the effect of games on the interest of students taught
vowel harmony and word formation.
determine the effect of gender on the interest of students taught
using games.
determine the effect of location on -the interest of students taught
using games.
determine the interaction effect of games method and gender on
students' achievement and interest in Igbo grammar.
determine the interaction effect of game method and location on
students' achievement and interest in Igbo language. b
Significance of the Study
The significance of this study derives both from the theoretical and practicai basis of the use of games in teaching some aspects of Igbo grammar.
Theoretically, the study is anchored on both the cognitivisitic behaviorist theorist of psychology which advocated child centered education (Chauhan,
1978) and Constructivist theory of education, According to the
Coginitivistic theory man should concern himself only with things or events that can be perceived by the senses and not with the abstract and the speculation. All reality should be viewed only in terms of what can be I,IIOWII ~l~roirp,llIILIIII;II~ cxpc.sie11ce. (Okr~lir,IOSX). It is Iqxd LILIL thsoi~~li
IIIC LIW of ~II~CT,S~LI(IC'II~S C;III gin II~;~~III~I'LIIlearni~lg OII tlicir own. 'llc
Irrldinp4 01' IIII~, 4ti1cly would I'LII.IIIc~ lay CI~~CICIICC LO the eflicacy of ll~e
('011411 LIC~IVI~~1Iicory wllicl~ is ;I posl-posilivi~~ic~ICVCIO~IIICI~~ L11~0ry in ctl~~c~~lio~l'I'l~isic a 1carni.r- osicnted pariitlignl, whicli tlli.; study is linld
I0 The students, it is hoped, will not only develop problem solving skills, but also will acquire confidence in their own learning abilities including a propensity to function as problem solvers. Similarly, the interest and motivation of students in Igbo Language learning may increase. The students will have interest in forming words and in manipulation of' the vowels freely using the rules of vowel harmony. In the process of the games, students acquire the fact and knowledge, develop the right type of value and attitudes through competition, co-operation and joint decision making with other members of the class and learning takv place in an informal and friendly atmosphere. It is this social aspect of' language education that the attitudinal and value aspects of the objecti'ves of the JSS
Igbo language curriculum is aimed at imparting on the students.
. Teachers, who are curriculum implementers, will equally benefit from this study as it will reduce their degree of interaction with their students and thus give them enough time to cover the curriculum adequately. Games are among the teaching strategies which have been known to be useful in the realization of the objectives of teaching at all levels. Games, as a strategy, had a wide range of advantages. The game strategy of this study could enhance the teachers' achievement of the objectives of the lesson within the cognitive, affective and psychomotor donlains very easily. It saves both time and energy. In'liddition, the games tech~iiclueof [his study also could be important to rile trainee teachers when il is applied in leaching in the colleges of Education and Universities.
'I'hro~~gh[hat, the s~ude~il~cacliers are able lo appreciate early enough the
~iscl'lilnessof the games techniques in teaching if it is Sound efficacious. At thal stage, the would-be classroom teacher is also acquainted with the games
~ccl~~iicliresand can hen design and apply the technique with case.
Chrriculum planners and policy-makers might have the need to + restruclure the entire Igbo curriculum leaning them in the main on probleni solving activities, which will be less time consuming. The educatio~~al administrators and principals of schools will see the practicality in learning and reward same when they are involved in supervision of instructions. If d~ereis lopsided gain due to location or due to gender difference, the policy nlakers will then find 3 way of checking the imbalance as the National
Policy on Education advocated for equality of educatibnal opportunities. It is, therefore, uecessury to develop simple but effective games for teaching selected units of' Igbo grammar.
'I'his, it is hoped will ensure improvement in Igbo langua'ge ~nethodology~II the school to e~ihanceachievement and to generate students' interest in the Scope of the Study.
This study was delimited to determining the.effect of some games on the improvement of JS I1 students' achievement and interest in vowel harmony and word formation in Nsukka Education Zone. The Junior Secondary
School I1 students were chosen because, the vowel harmony and word formation, which are the fundamental bagis for learning Igbo grammar art: located in the JSS I1 curriculum.
The aspects of word formation that were focused on are affixes (Verb) using if1 in the formation of infinitive and rv suffixes in the formation of + simple past.
The contents been focused are the basis for the study of lgbo grammar and some researchers pointed out that they create problems for the students. The study also focussed on the effect of gender and location on the academic achievement and interest of JS I1 students in Igbo grammar.
-Research Questions
The research questions formulated to guide this study were as follows:
(1) What is the mean achievement scores of students taught vowel
harmony and word formation using the game strategy and those
taught with conventional method? (2) What is the mean achievement scores of male and female students
taught with games and those taught with conventional method?
(3) To what extent do students from urban and rural areas taught with
games differ from those taught with conventional method in their
achievement in Igbo grammar?
(4) What is the mean interest scores of students taught vowel harmony
and word formation with games in relation to those taught with
conventional method?
(5) What is the mean interest scores of male and female students taught
with games and those taught with conventional method?
(6) To what extent do students from urban and rural areas taughl with
games differ in their interest in Igbo?
.---.Research Hypotheses
The following research hypotheses were posed to guide this study.
There is no significant difference in the mean achievement scores of
students taught vowel harmony and word formation using games and
those taught using conventional method (P < .05). There is no significant difference in the mean achievement scores of
male and female students taught using games. (P< .05)
There is no significant difference in the mean achievement scores ol'
urban and rural students taught using games. (W.05)
There is no significant difference in the mean interest scores of
students taught vowel harmony and word formation using games and
those. taught with conventional method. (P<.05)
HOS i
There is no significant difference in the mean interest score of male
and female students in lgbo Language (W.05)
1-106
There is no significant difference in the mean interest scores of urban
and rural students taughtusing games (P<,05)
1.107
There is no significant interaction effect of method and gender on the
achievement of students in lgbo grammar (P<.05) There is no significant interaction effect of method and location on
the achievement of students in Igbo grammar. (P<.05)
1-109
There is no significant interaction effect of method and gender on thc
interest of students in lgbo (P4005) tho
There is no significant interaction effect of method and locat~onon
the interest of students in Igbo language. (P Literature Review I The relate d literature on the effect of games on students' achievement and interest in Igbo language was reviewed under the following sub-headings. 1. Theoretical review 2. Review of empirical studies and 3. Summary of related literature. The theoretical review focussed on the following: The theoretical and conceptual framework underlying the use of games as a teaching strategy. The place of vowel harmony and word formation in Igbo grammar. Methods and strategies for teaching Igbo Students' achievement and interest areas in Igbo attainment. Location and gender as factors in Igbo attainment. Orthography controversy and Dialectal issues in lgbo studies The empirical studies focussed on Studies on games Location and gender as factors of academic achievement in Igbo and other related subject areas. 23 Theoretical Framework This study is anchored on two schools of thoughts. One is the Constructivist theorist school of philosophy and the other is the cognitivist theorist school of psychology. The basic concepts emanating from these schools of thought that ace useful to this study are experiential learning, co-operative learning and peer learning. Constructivism is a post-positivistic development (Nworgu, 1999). Constructivist epistemology essentially holds that scientific knowledge are personally constructed and reconstructed by the learner based on his prior e'xperience. The learners bring new ideas, which affect any new information i they receive. Stofflet (1994) succinctly pointed out that what a student learns results from the interaction between what is brought to the learning situation (by the learner) and what is experienced in it. Constructivism holds the view that the learner is creative, dynamic and has a free will. He is seen as a controlier of his environment. Constructivism emphasizes concentration of teaching in depth and understanding rather than on superficial coverage of many topics. It also assumes that students learn through a variety of hands on experiences. Kolb Zy. (1984) made a succinct description of the learning cycle with its four related parts, which are geared towards experiential learning, They include: Concrete experience (CE) Reflective Observation (RO) Abstract Conceptualization (AC) Active experimentation (AE) Figure I: Experiential Learning Model Adapted from Kolb (1984). The elements of Kolb's Model are interwoven. The second element in Kolb's Model which is reflective observation provides a link between Summarily, games are significant forms of experiential learning which are often very powerful and trigger of learning as could be seen in its meta- learning effects. As il has been pointed out that the effectiveness of games on the learning process depends upon the quality of the process of de-briefing used after the experience is finished, the de-briefing exercise must be well thought out and executed logically with critical and creative thinking abilities. De-briefing is where the experience of each individual is sought and sonie'views of the teacher passed on to the respondents. It is a focal method of promoting learriing by experience. and is very closely related to the process of . reflection. In this stance, the effects of the co-operations and conflicts resulting from the learning experiences .will be harmonized. This co- operative learning that the game process fosters helps the individuals to work together towards a common goal, as they are dependent on one another's effort to achieve that goal. The intkrdependence motivates the members to encourage and help one another to do whatever will help the group to succeed, and at the same time encourages healthy interaction among the group members. The review of theoretical framework underlying the use of games showed that game as a teaching strategy is anchored on sound theoretical principles. However, it is pertinent lo determine the efficacy of games strategy in comparison with the conventional/lecture method to find out which one will enhance achievement and interest more especially in this era of emphasis on Constructivism and meaningfulness of learning. Concept and Role of Games in Teaching and Learning Literature is replete with the definition of games. For instaoce, Hall (1976) regards games as a subset of simulation. While Teather (1978) rightly points out that game may be any contest (play) among adversaries. Jones (1986) also has the same view with teather. He points our that "a game is played when one or more players compete or co-operate for pay offs according to set down rules (p.46). An educational game on the other hand is defined by Fein, Gerber and Wilson (1984) as "an.activity in which stude'nts use data and or skills in a competitive situation against themselves, each other, the teacher as a game master chance or the environment" (p114). Abt (1968), however sees games as a contest (play) among adversaries (players) operating under constraints (rules) for an objective to achieve a common goal. From the above definitions, a game is a kind of competition involving two or more groups of people (players) with the aim of scoring or loosing points. Their achievement must be reached in a limited context or way. t8 Games are of different types. Bell and Wieckert (1980) point out that there are card games, disc games, board games, puzzles, hand-on games, location games and identification games and all make use of inexpensive materials that are readily available in most schools and once a game is set up, it can be used repeatedly. The present researcher adapted some of the patterns of games of the above authors. Variations of games are suggested in many cases, which expands their applicability. By implication, some games involve team effort, while others call for individual responses. This depends on the needs of any given group. A simulation is a working representation of reality. It may be an abstraction of a process. (Taylor, 1971). It allows students to explore systems where reality is too expensive, complex, dangerous, fast or too slow. A simulation game has the features of reality. The elements of cornpetitior~ and co-operation have been found to be very effective in transmitting and reinforcing skills, and for this reason, games are structured so that winners can emerge, which always adds an air of interest for students. (Belletall, 1980). In a game, there is a task, which requires the attention of the players. In simulation, real life activity is involved, Muokebe (1998) pointed that in games there is a definite goal to be obtajned. In a game, the actions of the individual are related to each other with reference to the end so that there will not be conflict. In a game the learner is faced with one thing at a time. That which is expressed in terms of the game is being continually expressed in the school life of the child. A learner gets more organized and matured through the use of games. Munro (1985) opines that a game is a competitive activity involving skills, chance, and endurance on the part of two or more persons who play according to set of rules, usually for their set of amusement or for that of the spectators. A game offers an opportunity for self-expression to an individual, a group or even a nation through activity. Hence, the author concluded that careful and thoughtful use of principles of games would allow students opportunity to learn. Despite the opportunity for pupil participation in the learning activities, a game combines physical and mental activities with recreation. Traditional games are largely part of a cultural activity complex, encompassing music and dance, and usually adapted to the age, gender and status of the actors. (Obanya, 1987). He further indicates that games can help in solving the problems of shortage of instructional materials for teaching and learning. In addition, games can easily be infused into a wide variety of school subjects. Games are entertaining and are part and parcel of human physical development. Here, a spirit of competition is cultivated for survival among students. There is need to organize games properly into teaching units. (Ibiam, 1991). In view of the present education's system, which is dominated by talwchalk method, Obanya (1987) asks the following questions: What form of educational experiences should the child be subjected to? How do we ensure that the school child acquires usable skills'? How do we ensure that the learners acquire the learning habits and skills, which should accompany him through life. To what extent is the learner's school engineer the experience relevant to psychological needs and to his social and physical environment? (p.55). In response to the above pertinent questions, the author stated that games are closely related to life. They are related to the demands of the immediate environment. In addition, teams of performers have rules for performing, each performer has specific roles to play. Moreover, games are mastered and internalized to enable each person to adapt to changing roles in society. Games perform the function of educating both young and old students, (Obanye, 1987). According to Nassone and Honwana (1988), " games play an important role in the child's life and in his development" (p.29). Through games children learn to know each other better, to experience, to discover all their capabilities and how to enrich and improve them. They learn how to improve their gesture and movements and to develop their creativity. Games allow children to relate space to the objects around them and even to relate among them. The way children play get pleasure, the 'interest, the enthusiasm,.the emotion, the application, the worry to do something even ' bettei, turn the game into.an ideal situation for the new knowledge. Obanya (1987) believes that one of the ways of promoting learning through good method is by doing and that the approaches to teaching and learning should be activity based instruction. By implication, Igbo language must be based on a culture-loaded programme. Games can be used to teach pronunciation, vowel harmony and word formation. The educational value of games as instructional technique is based on its ability to help in the development of physical fitness of the students, and thus a healthy mind. Through games, children learn to work together in groups and to control their emotions when they become raw. Games encourage a sense of rhythm and co-ordination. Moreover, games contribute to language development through the use of words. It helps children to learn their numbers as they count in the process of playing some games. It encourages the development of self discipline and obedience as the players abide by the rules of the game. Games play important roles in enhancing a balanced development of the child. Through games, the cognitiye affective and psychomotor processes of children are developed. Games constitute a privileged pedagogical situation. Munro, (1985) advises llrat educators should direct games in a pedagogical and educative way to allow a balanced development of the child's psychomotor-mental social skills. Games have since become very effective teaching and training devices for students of all ages and in many situations because they are highly advantageous in effectively communicating the concepts, and facts of many subjects such as Mathematics, History, Geography, Arts etc.for instance, Steinberg, (1981) reports that games provide a valuable learning medium for pupils to grow as individuals and to learn more about themselves. He maintains that games enable children develop positive attitudes and values relevant knowledge and skills that allow them to get along in the world and to discover and assimilate information more. The 33 enjoyment surrounding games makes it possible that children learn without being aware of it. Games are like play except that they usually have an end, pay off. Adams (1988) sees a game as "a particular kind of play" (p.2). He further sees play as an activity, which is pleasurable. Both children, animal and even birds can play and by so doing, they experiment with nature, their bodies and discover ideas that are meaningful to them. Games can be used to teach many aspects of Igbo language like cultural aspect of a people, literature and grammar. They can be used to teach various aspects of grammar like parts of speech, figure of speech, counting riddles to mention but a few. However successful this may be, depends greatly on the language teacher. This is why Peters (1989) opines that teacher and the teaching functions are predictive of effective perfoimance. Games are subset of activities with special characteristics within the context of simulation. Thus simulation and games have been characterized with these attributes. They constitute a highly versatile medium whereby a wide range of educational objectives could be achieved. By creating a competitive situation, they provide the motivation for pupils. This perhaps is the most valuable characteristics of games. By placing pupils in a game situation, they become positively eager to learn. Games usually provide a vehicle whereby pupils can use and develop their initiative and power of creative thoughts. They provide , the participants with an enjoyable and often memorable experiences in the teaching learning process. Beside, it provides decision making opportunities for students. Elington, (1978: 19) There are always two sides to a coin, games have their disadvantages as well. Walford (1972) indicates that one undesirable features of the gaming techniques is that it encourages unhealthy competition among students. This obvious disadvantage was brought out clearly in the definition by Abr (1968) who describes games as a contest among adversaries under constraints (rules) for an objective to achieve a common goal. Moreover, games could be destructive with respect to the learners enhanced understanding. A game could distract the pupil's attention from the primary purpose or objective of the lesson. For this reason, every game must have some guiding principles or rules such that in the game a task which requires the.attention of the players must be emphasized (Jones, 1986). Another criticism of game lies on the difficulty associated with measurement of learning outcomes. Persan (1972) posits that in games it is difficult to establish evaluation criteria as to what games in fact teaching and'to create test discrimination among the various types of learning. The game technique may undoubtedly enhance the teaching of Igbo language, which is more or less culturally based. The techniques may provide the opportunity for children to be at home with the lesson, and the child becomes part and parcel of the lesson irrespective of the difficult nature of the topic. Hence, the researcher is concerned with the efficacy of games in teaching selected contents of the secondary school Igbo language curriculum. Procedural Techniques of Instructional (Educational ) Games It has been pointed out earlier that participants in a game play against each'other. In games, rules and regulations are involved and there is a wiiner and a looser. . However, James and Williams (1986) suggested the following steps in the development and use of simulation game: To begin the design process, survey the ideas, concepts, and facts involved, be sure that the situation to be simulated is not too complex or too simple. If the game is too complex, players may be discouraged, if it is too simple they may be bored. Divide the class into small groups and assign each group a task in designing a specific patt in the game. These groups will later report to the larger group and discover their progress (p. 111). The authors further advised that it may be advantageous to use several games to get at one topic; and this is why the present researcher adopts many games if the game involves the whole class as teams, then the composition of these should be balanced. In addition, the authors suggested that a lesson introducing the area of study and the issues involved should be given before the game is played or discu~sed'~riorto he actual play of the game, a brief introduction to it (game) is given. The general rules of the game should also be discussed for specific individuals. While the game is being played, the teacher can take the opportunity of a resource person moving about in the class answering questions and providing guidelines. Adams (1978) had earlier recommended the following steps in the overall conduct of a game exercise: - Choose the objectives of the lesson as the goal of the game and involved students at the earlier point if possible. - Make an inventory of available resources such as time, space and equipment; i Choose a real situation that students relate to discover the structure of that situation and rules which govern the behavior: Make a model of that situation. Include rules governing the actions of the players, The end result of the game should be determined at this point; - Identify who will play the game and how many players needed. Is there a minimum or maximum number of participunts; - Set specific conditions for the participants within the frame work of whatever is being played (p.29). Despite these identified steps in the organization and conduct of instructional games, most scholars contend that games all over the world have set rules. Hurlock (1981) states that games have set rules, while Bethlehem (1978) asserts that games are characterized by agreed upon and often externally imposed rules and requirement Obanya (1987) also observes that games have teams of performers and each performer has specific rules to observe while the game is in progress. Writing on the significance of the rules, Valerg (1975) points out that no scepticism is possible where the rules of a game are concerned, for the principle underlying thm is an unshakable truth. He cautions that as soon as the rules of a game arc (ransgressed, the wf~oleplay would collapse. In the psescnt study the rules of the structured games ihr teaching Igbo grammar as well as the guiding principles are explicit. Vowcl Harmony and Word Formation in Igbo Granlrnar Thc significance of the vowel system of any language cannot be over emphasized. The lgbo vowels are grouped into two sets (Ikeltonwu, 1985). (I) 'a' group which is n~atleup of a i o I! and (2) 'c' group which is made up of e i o u 'The rule oT vowel harmony states that vowels in the same groi~pgo together. Continuing, Ikekeonwu (1985) indicated the distinguishing factor as pharynal cavity size with expanded pharynx for light (lax) vowels and uncxpanded pharynx for heavy (tense) vowels. Emenanjo (1978) had earlier provided a phonological chart, which shows the patterning of lgho vowel:; (11.a Front Back E'ig 11 Vowel Chart Source: E~nenanjo(1978) I.:nicnaqo (1978) poinls out Lhat for a long time now, the scholars of West Al'ricau 1.anguage il~ivt.11ee11 studying the vario~~sinec11ani:;rns rcsponsiblc lor llle pattcruing of vowel harnlony into the two harmony sets. Emenajo (1978), wrote that investigations by Ladefoged (1964) and Stewart (1967) hl~owed[hat the positiol~of thc root of the tongue conditions the system. 'Thus, research carried out showed that their retracted (narrow) and the atlvanccd (wide) were set up because vowcls in each group were produced by the retracted and advanced tongue and ~adefogid(1975) revealed that the vowels in the wider set are produ~edwith an expanded pharynx, while tliose in the narrow scl are produced with uncxpanded pharynx. As could bl: seen in figure I, the discontinuous lines in the non-close point scction of the cl~rtare merrnt to indicate that vowels 'e' and 'a' are to some extent ilcutral LO the harmony system, that is thesc two vowels may be fou~idboth with "Nnrrow" and "Wide" scts. Thus, while Vowel harmony is pervasive with sin~plcplio~luiogical words, there ilrv cases wllere the system does not operate accorditrg to the rule. Ikekeonwu (1985) furtlicr disclosed that 111~ issuv of vowcl disharmony could easily he noticcd in loan words like: Agidi Soliil Pap /\g;~di Elderly person A Iwnu Pap Oroma - Orange I I1 could he not~ccdalso that where there are combinations of words lo form one word example, in the process of Compound Igbo names like: Ori - Okpa, Ome-nukO Ilk - anyi etc, the issue of vowel dishar~nonyabound. 'l'he above observed dill'ercnces seem to cause some Cor~fusio~~slproble~iis, in thc study of Igho 1 xnguage for students in (he area. Desptle the abovc identified problems, it becomes necessary to note that cnc: ol' the rules guiding the ibrmation of Igho word!; is tlt:it two consonants do not occur together in norrnal Igbo words, exccpt where two consonants iirc jonled insepa~ablytogether to producc only oile sound e.g. lItwlghlgw/l,i,,' c.t.c. It was against this background that Oduche (1976) suggested 111;1t th: spelling order of Igbo has been vowel - consonant, vowel - consonant e.g. Ogologo and consonant - Vowel e.g. Lckota. No double consonants except in semi-vowel consonants e.g. mlnanya, lnlnadu and mma, No word, which ends with a consonant, begins with a vowcl. Oduche (1976) also observed that any lgbo rnorpldogical f'orni, which deviates from this rule, is unaccepted and unordered: IIe spccifici the possible ways of realizing lgbo words from vowels, consonants and syllabic nasals that constitute the Igbo word building ~no~pl~ologyAruonwu (19'76) stated that he hglibh plronemic system is ~nadcup 01' C~IISOII~II~S,vowels and dipl~hngand Tipl~tongwhile in lgbo, we have merely consonants and vowels. These consonant clusters have been pmvecl lo li)rln a word in lgbo. This difference constitutes a problem for an llnglisli speaker learning wrilten Igbo. Inspite of the above rule, there are some exceplional silwions where a consonant may end words; that is when consonant ending is ;I syllabic nasal like '111' e.g. my l~ushantl - Di m Uriom - chick Gbamgbam - Zinc'elc.. Wilh respect lo Word Formalion, Oghalu (1972) poinled out that nouns arc I'ormed from verb-roots by prel'ixing a vowel or n to the root. 111 i~ounsso lvrnied from non no syllabic roots, the root is also duplicated e.g hlc is duplic;cle~Ito (U) me to lbrm Llrc iioun. The final vowel e becomes U in omunle or em - ([I) me and in case of a, at i~ndo and in case of rook; e.g 0 - 1 (U) to Nouns forlned ~ from verb-roots tncrelyhy.y~wfixir~g3 vowel VCIt) .Noun.. .. -. Jc lie I: I: e Kwa I Oghalu (1972) also rcnlarked tl~atinfi~litives are not used alone as nouns ill Igbo but wit11 Ohjccts they hrm phrase IIOUIIS for exa~ilple. icho okwu tche eche 1t1r nttr igba oso dgz Dorrwing a leaf from English grammar, Quirk (1972) noted that words are formed tlirough productiwness, borrowing and neo- classical form:;, al'l'ixalion, conversion, co~npounding, prefixution and suffixation Fctr instance, ~411respect Lo prefixation, many examples and types ahountl. 'l'l~cyir~clude: +> Ncpllvc prefixes- adding un or non to adjecrives e.g, unfair. 3 llevcrsnlivc or privative prerixes- adding un or de to verbs and nouns e.g. u~~tluc,im~ic, tlecode erc 03 I'ejorat~vc prefixes- additions of mis to verhs, abstract llouns etc. e.g. miscalculate and addition of ma1 Lo verbs, nouns etc, e.g. ~rtalireat, III~ISornied ctc. O I'rel'iscs ol' dcgrccs or sizes c.g adding arph lo merely 11111ri:in~OULIS e.g. archbishop. 1'1~cl'ixcsol'a~tiludc-. adding co to verbs c.g. cooperate, cocxist. +:* 1.ocalive prefixes- adding super tu nouns c.g. superr~alural. Sluilcnls of' Igbo language appear Lo he iguoranr of tllcse hnsic I'acts ahou~vowcl hnmo~~yand word formation sysren~.'I'hcpresent st~~dytried to find out if the use of some games would correct the anomalies in the teaching and learning of vowel harmony and word formation. Methods and Strategies for Teaching Igbo,Language: Teaching needs various methods to enable it achieve its objectives. For a teacher to carry out teaching effectively, he has to use some strategies or techniques. Teaching methods vary as teachers vary, it depends on thc orientation of the individual teacher and perhaps the location of the school (Okobiah, 1990). The characteristics of the learners to be borne in mind when selecting teaching methods include interest, physical, intellectual, emotional and social characteristics. Others include, age level, reading ability, attitude, learning styles and cultural background. Baldeh (1990) pointed out that "every language teacher consciously or unconsciously employs a method peculiar to either himself or to society in which he finds himself" (p. 52). Most authors however, contend that no particular method is inherently better than another. Some believe that the method employed is the cause of success or failure in language learning. Onwuka (1981) observed that by selecting appropriate teaching methods, the'teacher makes it possible for learners to learn effectively. Olaitan (1981) has enumerated some teaching methods as follow: buzz method, discussion, brain storming, problem solving, lecture method, demonstration, question arid answer, field trip, role playing ad socio-drama.. I-lalt and Paolucci (1970) agreed tha~for learning to occur, a variety of.these strategies could l~cuscrl at a rirl~c.While Oguezzc and Wolansky (1985) were of the view 11~11uo single tuetlzod of i~~slruclionis supcrioc to thc other. It is not jn dotibl that some ttxhers still teach lgbo lariguaga in English inspire of the t5icl Illat !hey have hecn xhisetl to use stirndard Igbo. This is why Ilhahakwe (1977) indicatcll tl1;1~ Igbo language reachers engage in an inrr icaic psycholinguistic see saw in preparing their Isssons. 'That is an idea is conccivcd in Igbo, it is then coded in English in the class. 'The bcwildercd chilrlrcn begin from the opposite end OF the see-saw. They learn the concepts in English, dccode it in lgbo and code it back into English in their nok. Uixitiakwe (1977) further conlendcd that the psycho-linguistic see-saw is fuur.~I~t.rworsened by the examinatio~~bodies. He explained that the WAEC in its questions in lgbo cwdccl the inslructions in English for the candidates to decode tl~cminto Igbo hefore answering thc questions. 'his typical siruatton was cxamplltied in the 19x5 NovernberiGCE, Igbo part 111 C~UCSL~O~S3, hhich stated writc two Igho sentences tc) illustrate tho usc of 'ka' (a) A\ an auu~llaryvcrh (1)) 2s d VC'I I) (c) to show time (d) as a subordinating construction, These anomalies very often force the teach& to reach in English instead ofq in Igbo lessons, which creates probIems for Igbo language students. For a teacher to achieve his desired objectives of change in behaviour of s learner, he has to employ methods and use many relevant instructional materials. This is why Okorie (1979) affirms that "for effectivd teaching to take place, the skillful teacher needs to use different methods and techniques at his commandW{p.152) Igbo lapguage teachers appeared to neglect the use of different mcthods in a teaching the language. The method adopted was monotonous and dull. It is not uncommon to see some students sleeping in the class while the lessrrr~ was going on, The learner was suddenly plunged into the stage of alphabetization and the students chorused in unism as the teacher caHs out the alphabets (Ubahakwe, 1977). Continuing, Ubahakwe (1977) stilt observed that the young Iearners of 70's and much older learners before them chorus in loud unism the A, 3, GB, D as the teacher (and later the pupils) in turns call out the letters displayed on the wall chart, The Cacaphony is reminiscent of the 'to toad song in rainy season by the water side until the names of the letters are recited I with ease (p.7) The researcher suggested that this observed pattern of teaching the learner needed to be changed for a more innovative technique. Furthermore, Okonkwo in Umo (1996) pointed out some of the important devices employed in written and spoken Igbo. Thus whatever method a teacher uses, he should remain the master of items and such methods will be felt with reality. With thorough knowledge of the learners' needs, some of the . methods include lecture, debate, questioning, story telling, dramatization, recitation, direct method, audio-lingual, laboratory activity, field trip, etc. These methods are involved in the teaching learning process but the researcher observed that they have their short comings, hence there was need for an innovative method in the place of a game. To achieve a reasonable standard of language teaching, it is essential that careful attention be given to teacher training especially in the area of methods of teaching (Tan, 1970). Okurontifa (1977) suggested that such strategies like problem solving and proje'ct method should be employed in teaching because of their obvious advantages in involving the students actively. Perhaps, Igbo language teachers are not adequately using any of these methods; they rather stick to the traditional lecture method. The lecture &hod which Gbamanja (1991) calls the talk and chalk method is an instructional method whereby teachers communicate their ideas to the learners by the direct verbal discourse, Gbamanja concluded that this method is a teacher-centered approach. Balogun (1988) also pointed out that many secondary teachers use this method which encourages rote learning. Various methods have been advocated for use in teaching lgbo language and it is believed that they will boost the standard af Iearning the subject. These methods iriclude games, which have the advantage of students' involven~cnt in activc ciassroorrl participation. Games provoke self-activity, seek self-development and has economy of time, Nigerian educators and researchers like Etoma (19881, Anikweze (1988) and Okarazu (1991) have tried to'develap some simulation/garne exercise which can be used in teaching geography. Ir is pertinent to say that such innovative techniques can also be applicable in the teaching and learning of lgbo grammar in Nigeria Secondary Schools. Teachers tend to be slaves to the lecture method due to the nature of external examination questions, which the studenrs write. To this, Kewy (1977) said that where there is a change in curriculum specificxion without a change in the questioning pattern, teachers adhere to their usual teaching strategies. Okpala (1987) also opined that the surest means of improving any curriculum is through a curriculum project inwhich both the curriculum project team and the examination bodies would structure examination questions in line with the learning experiences involved in the curriculum. Since games proved successful in the teaching of other subjects, it then became necessary to find out how Igbo students would react to the use of games as a method in teaching vowel harmony and word formation. Students' Achievement And Interest Areas in Tgbo Attainment Interest and achievement are important variables in the teaching learning process of education. For students of Igbo to attain a great height achievement wise, the teaching style is an important variable. Nwadike (1982) pointed out that "the interest and promotion of teaching of the subject by making the teaching lively through the use of environmental examples to bring the lessons home is very advisable"(p.25) If this is done, the lessons will be interesting, the students wiil observe the teachers' interest in the teaching of the subject and subsequently, develop interest in the subject. . Students learn better when they understand the reason for what they are doing. This is wiy Haffer (1983) said that in learning new music, a performing group skould first get the notes right and then work on the interpretation. By inlplicatioa, teaching of vowel fiarmvrlJ ,.., f~rmationwill increase the interest and achievement of students if the concept is well expjained and taught before engaging them in gaming it. Furlhermore, simple reward can also increase the interest and achievement rate of students in Igbo, This approach accepts Thorndike's (1969) iaw of effect and assumes that reward can increase behaviors. This according to him makes the learners to be interested in the learning experiences of the practical aspect, the desjres to strive higher in the subject md achieve mare, Azikiwe (1989) stated that lack of interest and hatred for the subject arc as a result of teacher's poor teaching methods and proficiency in the language. The area of emphasis for future researchers should center on how to make the teaching and learning of lgbo more effective. The low levels of achievement in Igbo have been attributed to a number of factors as Ogbalu (1976) clearly painted out that many researchers identified poor conception of vowel harmony as the major source of the .problem in written Igbo. A13 these lapses, the present ,researcher observed, affect in no small measures the level of interest and achievement of students in tbc subject, No wonder Madubuko (1991s in his research work identified some of these problems and cIassified them as follows: errors of punctuation, wrong spelling omission of words, wrong use of pronouns etc 9 0 The above problem8 abound in the written exeroiae of lgbe students and it needed serious attention. Writing on the interest of Igbo elites, Afigbo (1971) pointed out that the majority of the educated Igbo have never been interested in their language and that most of them cannot even write or read their own dialects in any script. An adage says 'like father, like son'. This low interest of parents affect their children both at home and in the school system. Definitely a child who is brought up where a language'is forbidden can never have interest in that language much less of achieving in the same subject on language. Lawrence (1975) noted that in order to help children to learn, it is necessary to make them performers. By implication, a child who learns Igbo grammar in a group is at the same time developing the listening skill. This is why Adams (1969) pointed that interest is a force that drives the students through all druggery in that order that she may gain the end that is set before her. He further said that a task could be carried out without interest but with boredom. It is 'left for the Igho language teachers to find ihe possible ways of evoking students' interest in the area of grammar. This low interest and achievement which leads to poor performance can be attributed to so many factors such as insufficient time allotted to Igbo, inadequate instructional materials, unqualified lgbo teachers, lack of standard orthography, multlpliclty of dialects and most importantly poor method of teaching. Azikiwe (1989) has earlier pointed out that the area of emphasis for future researchers should center on how to make the teaching and learning of Igbo more effective. The researcher therefore, suggested that in order to generate students' interest in Igbo grammar especially at the junior secondary level, the teachers must organize the lesson in such a way that it will be child centered and activity based. In Igbo language studies, students knowledge of the subject through an activity-based technique will go a long way in raising or generating future Igbo scholars. Rousseau (1970) said that specific interest may fade or be sublimated but there is a tendency for its replacement. Thus students' scaled interest in a subject like Igbo may show fluctuation depending on the amount of interest shown by teachers themselves and on the 'activities which the learners are involved in. Location And Gender As Factors in ~~boLanguage Attainment Gender and location are very important variables in the study of Igbo Language and grammar in particular. According to Emenanjo (1978: 223). "Gender is another secondary grammatical category that is found in a number of language like latin and French". He pointed out that gender affects the choice of the article and the adjective that are used with any noun. For example: Unus - bonus puer one good boy Una bona puella one good girl Le - petit garcon the small boy He contended that in Igbo as in English, that there is nothing like the above selectional restrictions which are syntactically motivated. In English, we ' have pairs of words like Tiger tigeress ,Duke duches etc Emenanjo also believes that for gender to exist as a grammatical category, such words must involve productive processes like the French and Latin. He concluded by saying that gender is a grammatical features that has nothing to do with sex. On the contrary Roda (1989) said that gender refers to a social label by which we distinguish two groups of people. Me went further to say that gender might be used to describe those non physiological components of sex that are both culturally and biologically regarded appropriate to males or females. The teaching learning process of Igbo language varies with the sex of speaker. This is because, every society appears to use one language atnongst others as .marking out gender differences. The form this differentiation takes varies from community to community (Milroy, 1987). In bilingual communities undergoing a process of language shift, the sexes are likely to focus on the new monolingual norms at different rates, (Milroy, 1979). This means that in some communities, there are words men use which women cannot use. For instance in some Igbo communities women do not use proverbs in a social gathering if the men are present. In some communities too, difference between male and female speech are significant while in some, it is not. Sex difference in school achievement has also been given some biological interpretations. Some authors believe that males perform better than females in English language due to self esteem of the students and their academic performance. To this Rosential (1990) maintained that the teacher usually regard boys as being superior and perform better in English language and other subjects. Caupton (1972), Eiferma, (1972) and Obanya, (1987) all agreed that gender, environment and societal activities play important roles in games. Orthography Controversy and Dialectal Problem in lgbo Studies Igbo Language studies commenced with the introduction of Igbo Orthography produced by Lepsius in 1954. In 1929, the "Afican" Orthography referred to as "Adam Ward" R.C.M. came to replace the b4- African Orthography. As a result of this, prolonged and vigorous controversy ensued. The controversy slbwed down the rate of growth and development of Igbo as literary language. Many writers on the subject lost interest. For instance, Oraka, (1983) reported that Schon, became disgusted and gave up the idea of developing the Igbo Orthography. This Orthography controversy was between Roman Catholic Mission and the giant Mission and it came when people were trying to show interest on , the study of lgbo Langauge. The problems seem compounded as books have been written with different Orthographies yet these books were read by students of Igbo Language especially in the Churches. The Students naturally had problems in reconciling the different Orthographies. The controversy surroundiang Igbo Orthography Lingered till 1961 when Onwu Orthography committee which was set up by the government of then Eastern Nigeria came up with the new Orthograpy which consisted of 36 letters. It also consisted of eight vowels and twenty-eight consonants. (Nwachukwu, 1998:.16). Emenanjo, (1985) observed that the committee was made up of untrained linguists who were ignorant of what Orthography meant and because of this, they failed to provide the followings spellings of distinctive features like vowel assimilation, consonant elision etc. He pointed out that the committee also failed to make clearly the writing system of Joan words, punctuation and dialect form to be used in literary writing. He claimed that the fact that Onwu Orthography failed to recommend such things that the problems arising from the above oversight are still with the study of lgbo language study. This standardization committee was formed by the society for promoting Igbo language and Culture (SPILC) in 1973 so as to get Igbo people involved in using Igbo in discourse and writing to have a standard. The government forced all the warring factions to adopt it. This was sent to all examination bodies, institutions and churches. (Emenanjo, 1978). The recommendation have been published in two . volumes. Volume one deals with Orthography, spelling rules, dialects, loan words, tones and technical vocabulary. On the Orthography, they unanimously agreed to adopt Onwu Orthography but only to re-arrange the thirty-six letters in alphabetical order. Volume I1 of the standardization deals with mgthematical and scientific terms, numeration in Igbo, names of animals and plants. (SPILC 1974 Vol. 1 & 11). Stressing the importance of standard Igbo, ~menkjo,(1980) in his book titled, (SPILC) asserts that we ought to assim~latethe standard Igbo and put them into practicc so that our knowledge on standard Igbo for effective communication should not be a mere waste. Nevertheless, the Onwu Ortholgraphy despite its short comings, formed the basis for the central Igbo language as we have today. Dialectal Problems Encyclopaedia Britanica (19lO)defines dialect "as conversation manner of speech and hence any variety of a language" (p.155). In its widest sense, language which are branches of a common or parent language may be said to be dialects. Oluikpe (1979) sees a dialect as the aggregate of the functional variants within a language community by which a section of the community can be identified. He further pointed out that since those variants are functional, they are mutually intelligible. In a short form, Oluikpe (1979) sees a dialect as a sum total of the linguistic features which identify people from different parts of a language community. In view of this, the present researcher feels that a language community can adopt a dialect which is distinct from other dialects. This is true because, language is said to be arbitrary in nature. Nwozuzu (1993) put it that Igbo dialects should not exceed twenty in number. This gave rise to the development of artificial standardized dialects at different times in the history of Igbo studies in an effort to develop Igbo language. To Nwozuzu, she maintained that the twenty Igbo dialects serve as Umbrella covering other minor dialects. Oluikpe (1979) produced a book 57 titled Transformation in Igbo Language based on Ngwa dialect, Ikekonwu (1985) studied Onitsha and Enyimber dialect and they all came up with their differences. Ida-Ward (1936) made het own contribution as a brain behind union Igbo. She later discontinued with the union Igbo where she intended writing all the dialects. This was because, she found out that Igbo language is very difficult to study due to many dialects. Oraka (1983) in his book Foundations of Igbo Studies reaffirmed that "people must have lost interest in the study of Igbo language, just like Schon who, on finding out that there were hundreds of Igbo dialects became disgusted and gave up the study of Igbo for twenty years" (p.64). Emenanjo (1978) and Chukwu (1979) claimed that Igbo is a difficult language because it is a tone language and exposed itself to various dialects. Furthermore, Onwudiofu (1972) an examiner pointed out two twin issues of dialects and orthography and stated that from the candidates scripts, one could discover that the central dialect and the approved new orthography have not yet been universally understood in certain speaking areas of Nigeria; Still on the problem of dialects, the WAEC Chief Examiner's report of (1993) pointed out that some candidates were unable to express themselves in standard Igbo and there was a continuous mixture of the English words. Also Chief Examiner's report' of (1996) stressed that " candidates could not differentiate between a pronoun and a prefix; that d instead of separating the pronoun from the verb as in Q chQr~ihu gi, they wrote "Qch~rgJ~IJ gi" as if the Q there was a prefix" (p.22) All these problems as observed by the'chief examiners buttress the point that dialectal problems affect the effective teaching and learning of lgbo language especially in the area of grammar. It is in view of this that the researcher wanted to find out if the use of some games in teaching the students would close the gap created by dialects or if there would be some improvements in the use of some games to correct the errors of dialectal problems. Review of Related Studies. Some empirical or field studies that relate to the use of games as a teaching strategy in language education and other related areas were reviewed in this section. They include works by Dale and Miller (1972), Bajah (1979), Obioma (1982), Anukam (1990), Ibiam (199 l), Okeke (1991), Oduche (1992), Macgregor (1993), Okeke (1994) and Eze (1998). Okeke (1991) carried out a study which sought to determine experimentally the effects of the word letter matching game in relation to the conventional "talk and chalk' method in terms of pupils' proficiency in English language. She hypothesized that there will be no significant difference in the mean scores, measures of placement of letters to q~~~ simple words by pupils who were exposed to the game and those who were not exposed at 0.05 level of significance. The pre-test-post-test experimental design was adopted. The researcher randomly selected forty primary one pupils using the ballot system. The samples were then, assigned randomly to the experimental and control groups respectively. The experimental i group was taught using the game on word-letter matching procedure, while the control group was exposed to conventional method. Two trained ! ' primary school teachers were trained and served as resrarch assistants. Means and standard deviation were used to analyse the data collected. The ' researcher concluded that there was enough evidence to show that those pupils exposed to the game performed better in the test on correct placement of letter to spell simple words (TPLSW) than those taught using the conventional method. The study is actually an eye opener to this researcher. It has shown I empirically that game is important in English language proficiency learning. However the study used only means and standard deviations as tools which did not take care of the interaction effect. In anotker study, Ibiam (1991) conducted a study with the aim of identifying the game which girls play at the primary school level, which will help them to develop socially, psychologically and become funct~onal members of the society. .The researcher selected one hundred and fifty girls through the simple random technique and observed them during their recreation period in the school. Qualitative techuiques was used in analyzing the data. Rcsults ot data analysis identified two major types of games: Singing games and exerting games. The researcher found that through singing games, children develop their language attentiveness and acquisition of musical skills. On the other hand, exerting games improve childrens' physical devclopnient among others. The researcher recommended that girls should be glven equal opportunity with the boys in sports competition. Though Ibiam (1991) has implicated the role of singing games in learning, this study was not interested in singing games rather it was interested in educational interaction games. Okoye (1993) conducted a study with the aim of validating and reconstructing oil spill simulation exercise for geography teaching in Senior Secondary Schools through stratified random sampling into urban boys and i rural boys. All together, he used 600 Geography students as his sample in SS I1 respectively. All the Geography teachers in the school numbering 62 were used for the study. The instrument used was the simulation Oil Spill 6 1 exercise constructed by another researcher (Okarazu, 1991). The data collected was analyzed descriptively and with mean scores. Results showed that majority of the students accepted the Oil Spill simulation exercise. Majority of teachers also accepted the use of Oil spill exercise. Students' interest in the Oil Spill Simulation exercise was influenced by their school lobtion. Students in urban schools showed higher significant interest in Oil Spill than students in rural schools. Teachers' interest in Oil Spill simulation exercise was influenced by their years of teaching experience. This study was interested in finding out if the games strategy would have effect on both the interest rate of students and location too. Anukam (1990) carried out a study to find out if studenbwould . perform well in essay writing when topics with Folklore contents are added to their list and to identify their writing problems. She formulated three research questions and posed three hypotheses. The researcher used a quasi experimental design. She made use of four schools and trained English teachers in each of the schools to carry out the teaching and testing using the researcher's selected topics and designed working guide. 'The areas covered were creative, argumentative, narrative and expository essays. She collected and marked 237 pairs of script adopting WAEC format for . marking GCE English paper 1. t-test, Fisher's test of significant difference, and one way analysis of variance to test the three null hypotheses was used.The research questions were answered using percentages and frequency tables. The results showed that students performed highly in cultural essays. It also indicated that there was high positive correlation between students' marks in traditional and folklore essays. The results included among others that mechanical accuracy and expression constituted students' greatest problem in writing. Spelling and punctuation errors were the greatest mechanical problems. This problem found out by Anukam in English Language is also applicable to Igbo Language, as students cannot write well when they do not master spellings and punctuation rules as well as vowel harmony rules. In another study, Eze (1998) carried out an experiment to examine the effects of training in organizational and monitoring strategies in academic achievement of secondary school students in English language and integrated science. He explored the ways and means by which training in the learning strategies and gender interacted.' The study was a non-kquivalent control group. He used four schools with 478 students within Nsukka Local Government Area. He used random sampling technique to select his subjects. He developed two achievement tests (TSAT and EZAT) and two learning strategy training programs (OSTP 63 and CUMSTP). He also developed lesson plans, which were validated. He I used two achievement tests for the Pre-treatment and post-treatment i assessments. The data obtained were analysed using mean scores, standard deviation and a 3 x 2 antllysiv of covariance (ANCOVA). From the study, hefound out the followings: That training in the organizational and comprehension monitoring strategies significantly improved students' achievement in English language and integrated science There was no significant difference in the effectiveness of organizational and comprehension monitoring strategies in facilitating achievement in English language and integrated science. Students' gender was a significant factor in their achievement in integrated sciences. The male students performed significantly better than their female counterparts in integrated science. Gender was not a factor on the achievement of students in English language; There was no significant interaction effect between training in organizational and comprehension monitoring strategies, and gender on the achievement of students in English language and integrated science. One wonders why the comparison between English ladguage and integrated science and not between English and other language areas or at most with mathematics which is an umbrella subject for all the sciences. Furthermore, Okeke (1994), carried out an investigation on the effects of dramatic and symbolic methods on the academic achievement of male and female academically retarded pupils in Enugu State. Her study tried to find out if gender is a factor in the academic achievement of the . academichy retarded. She used 1,489 classes 5 and 6 pupils in Enugu South out of which she drew 80 pupils for her sample, which was made up of 43 girls and 37 boys for the study. She posed 3 null hypothesis and tested it with ANCOVA. Three research questions were also formulated and descriptive statistics was used to answer the research questions. The instruments used were the standard progressive matrices (SPM) and Nsukkzi Achievement Test for the Retarded (NATR). The instruments were used in confirmation with pupils' terminal scores to identify the academically retarded subjects used for the study. Her results revealed the followings: (a) That symbolic and dramatic methods were effective methods for teaching the academically retarded pupils; (b) None of the methods was more effective than the other in teaching the academically retarded pupils; (c) Gender was not a factor in the academic achievement of the academically retarded pupils. The results of this study are impressive because, they showed that dramatic method was efficacious in teaching academically retarded pupils. Whether .dramatic method should be efficacious in teaching gifted pupils is another thing that requires investigations. However, dramatization is learning by doing method just as game method, so one wonders what would happen if games were used to teach either academically retarded or academically gifted children. In another study, Ohuche (1982) investigated the conceptual development of the co-ordinate reference system of Nigeria (Igbo) students. She used 192 boys and girls of age range 8-19 years from schools in Nsukka Local Government Area. They were individually tested on three piagetian type spatial tasks. The water line Task (Horizontal), the orange Tray Task (Horizontal) and the vertical Tasks as well as the Picture interpretation Task. The Orange Tray Task and the Picture interpretation Task were newly designed and African in Orientation. She obtained a very poor result with no group obtaining a 50% pass at any agelgrade level; in the throe tasks. Sex differences were significant in favour of boys and for the two horizontal tasks. There was also a significant difference in performance between the mme familiar orange Tray Task and the less familiar water-line task. There were no signifiaant differences between urban and rural subjects on any of the four tasks. She concluded that performance of rural subjects was not significantly difference from that of the urban subjects. In the contrary, in his research entitled, "sex-role and community variability in test performance", MacGregore (1973) concluded that school location had a moderating influence upon the performances of junior high school students in cognitive and noncognitive instruments. Obioma and Ohuche (1981) studied the performance of students in mathematics and revealed that there was no related location difference on the achievement of students. On the contrary, Obioma and Ibeanu (1986) reversed the result by showing that school location was significant beyond 0.001 in mathematics performance of students. In another study titled "Urban and Rural background of first year University students in relation to their academic performance", Dale and Miller, (1972) reported that students from city school made the best progress in their first year at the University than those from rural or village schools. At home front, the above observations were reinforced by research 1 I reports as well. For instance, Izuwa, (1974) compared the academic I performance of rural and urban primary six pupils in East Central state of I I Nigeria. He concluded that urban primary six pupils obtained more credit I level than rural primary six pupils while there was no significant difference between the urban and rural pupils at pass level. This is why Brembech, (1971) stressed that although intelligence may be inherited, school . achievement is apparently determined to a substantial degree by environment. Inomeisa (1985) is on the opposing side. His study reported that rural prima~iy school pupils performed better than their urban counterparts in primary science. This present study will either enforce or refute the areas of controversy since there is inconsistent research reports with respect to the influence of location on achievement in some subject areas. On the influence of gender on achievement, Mcalynn and Sehick (1990) were of the view that sex was not a relevant factor that should be reckoned with in predicting school achievement. On the contrary, Bajah 68 (1979); Okeke (1981) and Obioma (1982) went further to claim that boys were superior to girls in school achievement. Sheeled (1993) in his study of sex difference. discovered that there was apparent structural differences in their intelligence in the brain of males and females which imply differences in their intelligence and temperament. Furthermore, Obioma and Ohuche studied the influence of sex and environment on the achievement of secondary school students in ,mathematics. The 40 items they used as instrument was based on the WAEC syllabus. 360 students were randomly selected from 12 rural and urban secondary schools. Their result showed that the males scored significantly higher at (P<0.05) than the females. Meanwhile, Mansaray (1988) had a different view. He studied sex-related differences in six verbal concepts attainment in social studies. Using 610 students, he employkd a t- test analysis. His result showed that girls performed significantly better than the boys at two of the 3 defined levels of attainment. More studies which gave credence to the superiority of girls over boys in verba- lization were ~i~eriaha(1974) and Banick (1980) On the issue of equal performance of boys and girls Ezike and Nwana (1981) maintained a neutral stand. They carried,out a study with regards to i language use in mathematics, using 46 girls and 44 boys from 4 secondary schuols in Nsukka, half of the subjects were taught mathematics using Igbo while half were taught using English language. One of their result revealed that there was no significant difference in the performance of both sexes. These findings show that there was inconsistent research report with respect to the influence of location on the achievement and interest of students in some subject areas. This study reconciled the views by making some input, which could increase achievement and interest of students in Igbo using game strategy. Summary of Literature Review The theoretical review showed that games as a teaching strategy is innovative and child oriented. The concept and role of games were fully expounded and it was found out that games play significant roles in teaching learning process especially as it fosters co-operative learning and peer learning. It was also revealed that games can be used as well as evaluation or post organizers. The procedures of constructing or building educational games were surveyed and this provided the framework for the adaptation of the game. Furthermore, a significant number of literature was reviewed on the place of vowel harmony and word formation in Igbo Grammar. It was found out that there is a consensus belief that vowel harmony and word formations are the foundation of Igbo language. It was discovered that most failures registered by students of Igbo language in JSSCE and SSCE are as a result of poor foundation of students in vowel harmony and word formation. The various method of teaching lgbo language were reviewed. It was discovered that though many methods could be used but the popular one- conventional method is very popular. The innovative methods have been mentioned by some authors but there was no consensus on the best one to be used. The review of empirical studies on the use of games in lgbo language teaching was also carried out. There are dearth of empirical works in the area. However, the few that were available to the researcher were reviewed. Okeke (1991) showed that the game strategy was efficacious in teaching word letter matching in the area of pupils' proficiency in English language. Ibiam (1991) also found out that games help children to develop their language attentiveness and acquisition of their musical skills. Other works on the use of games were in other social science areas. They generally supported the view that games increased interest in those subject areas but were inconsistent on the efficacy of the games in enhancing achievement. Hence this study which was spec~ficallyon the efficacy of games in Igbo grammar became necessary as little or no empirical research, known to the researcher have been carried out in this area. Desides it would be important to see whether Igbo games could enhance both achievement i and interest or not, thereby making significant contributions to literature , area. Furthermore, there was contradiction of findings on the effect of gender in English language studies. While some researchers pointed out that girls performed better in English language, others found out no significance in performance due to gender. This present study would give more support to either side with respect to Igbo language, for further clarification on the issue of gender on language studies. Empirical works on influence of location on language teaching were carried out. It was concluded from literature that urban students performed better than rural students in language education due to dialectal problems which are more pronounced in the rural areas. This study would either support this view or refute it as the educational objectives emphasize equality of educational opportunities to all. CHAPTER THREE Research Method This chapter discusses the procedure that was used for investigating the problem of this study. It describes the design of the study, the area of study, population, sample and sampling technique, experimental procedure, instrument fox data collection, including validity and reliability of the instruments and finally. the method employed in analyzing the data. Research Design The design of this study is quasi-experimental. Specifically, it is a . non-equivalent control group design. The subjects were not randomly sampled and assigned to control and experimental groups rather intact classes were used, This design is also called a non-randomized pre-test, post-test control group design. The present study involved two respective groups of subjects namely:- Experimental group Control group This design is graphically shown as follows: 01 X 02 01 02 'I'be study was col~ductcdin Nsultka 13ilucation %one io l!nugn Swe. Enugu Statc II;~:, Six Educutio~~Zo11cs which are Nsiihk:~, Olwllu-Aiiir, Awgu, Ihgu and IUdi. Nsuliha rducalion zone w:ls clloscn to :illow for luaxillrurn cn-or~li[~ationof' 111e experiiucnl as tk rrw~:r~cl~erworks ill Lire area. N~kk;riduca~ion Zone comprises Nsul;k;~, IgboElili ;i~d0zowv:mi I .ocvl (hvcr~lmclriArw 'l'hc population of this study consisted of all the Junior Secondivy School yex two (JSS 11) studenis in Secondary Schools in Nsuhka %one ill the 1998199 acaden~icscssiou was approxii~l;~tcly17,503, according to ihc: plalining lrl~tl Staristics (PKS) unit of Post-l'rinlary Schools ?d;~~~gcnlc~itJ?oar.cl Nsul;k;~%rjn:~l Office. . --. - .. -. -. Sample and Sampling Technique The sample for the study consisted of one hundred and ninety seven (197) JSS I1 students drawn from eight schools in Nsukka Education Zone. Multi-stage sampling procedure was adopted for the sampling. In the first instanc'e, stratified random sampling technique was employed to draw four secondary schools from Urban Location and four secondary schools from rural location in Nsukka Education Zone. Incidentally, only Nsukka Local Government Area has an Urban location. Hence Nsukka Urban was purposively used to represent the urban location. In Nsukka Urban, there are'six single sex schools (Three boys and Three girls) Four out of the Six schools (2 boys and 2 girls) were randomly sampled and used for this study. For the Rural Location Igbo-Etiti Local Government Area, one of the remaining two (2) Local Government Areas in Nsukka Education Zone was ! I randomly sampled through balloting. All the four (4) single sex schools (2 I I males and 2 females) in Igbo-Etiti Local Government Area were used for I I the study. Out of the four secondary schools in each location, two are males I and the others females. Hence the stratification was on the basis.of location and gender. An intact JSS I1 class in each of the sampled schools was randomly drawn and used for the study. The sampled schools were randomly assigned by balloting to the treatment and control conditions. , (See Table 2 for details) Table 2 The Pattern of assigning groups to treatment and control # conditions. Table 2: Groups with Location/Gender and Treatment Conditions- I SCHOOLS GROUPS LOCATION GENDER TREAMENT A 1 Urban Male Experimental ' B 1 Urban Female Experimental--+, Ct 11 Rural Male Experimental D * 11 Rural Female Experimental--.- E 111 Urban Male Conventional Method (Control) 11 1 Urban Female Conventional Method (ContrvlJ G IV Rural Male Conventional Method (Control) H IV Rural Female Conventional Experimental Procedure On the first day of the experiment, the test instruments, Igbo Grammar Achievement Test (IGAT) and Igbo language Interest Inventory (ILII) were administered as pre-test on the 197 students in the sampled schools. The actual treatment session was conducted by the regular Igbo teachers in their respective schools using the lesson plans prepared by the researcher for all the groups. However, the teachers under went a training session conducted by the researcher. At the end of the training, the teachers were interviewed to ascertain their preparedness for the exercise. Grpups one and two students were taught the units using game strategy while groups three and four students were taught using the conventional method. The treatment session lasted for six weeks The Game Strategy The researcher used five games for the experiment termed Vowel Harmony games. The principles adopted in the games were adapted from some general games utilized by children like swed, draft and pin-up games. The games. are geared towards the contents that were taught during the treatment. GAME 1 deals with the identification and arrangement of alphabets; GAME 2 deals with the identification, classification and arrangement of vowels GAME 3 deals with the formation of harmonized words and disobeyed words. GAME 4 deals with formation of words (verbs) using infinitive markers it!. GAME 5 focuses on formation of verbs in simple past tense using rv suffix (tensi ndlnaazu). Each game has the basic attributes outlined below: - Objectives of the game Human and material resources for the game - Outline procedure for the game - The game proper indicating how the winner or the loser emerges; - De-briefing, highlighting the educational implications. The details of the games are found in the lesson plans for the treatment condition as well as in appendix XII. However, brief depiption of the games are presented thus: Game 1: which is on identification and placement of the alphabets is aimed at developing the pupils' skills for identificat~on of vowels and consonants. In this game, students are divided into 3 groups of about 10 each, and each group is allowed to fix the correct alphabets at the appropriate serial number box within a short time frame, The time it takes each group to finish the arrangement determines the winner. Detailed procedures for this game as well as the rules an. show in appendix XII. Game )I: Is on identification, classification and arrangement of vowels. The game is aimed at helping the students to identify and classify the 8 vowels. In this game, three boxes each containing the vowels are placed in front of the class and columns for heavy and light vowels are made on the chalkboardlflannel board. The students are given tag numbers and as the teacher calls out the tag numbers, the students bearing the tags come out and use the vowels to place on the board within one minute that is allowed. Details of the game is indicated in appendix XII. Game Ill: deals with formation of harmonizedldisobeyed words. The aim of the game is to drill students on the principle underlying the formation of harmonized words. This is a hopping game. The hopping arena is demarcated on the giound or flour. A sectl I> ~hrownand if it falls into an aplmpriate space, the player will hop into the space and try tu look at [lie vowcls at the rigl~tor leti side of the arena, use it to fill ihe space to form a harmonized word. The playcrs continue to throw and sort the words until a wrong combination is madc. Details of the procedure and the rules of the game are presented in appendix I.. Came IV: tlcals with for~nalionof harmonizecl words using ilrflnilive markers. i/ i 'I'his is a card game. Players are called up to pick cards with infinilivc markers and to place them at their appropriate verb-roots ti) lurm the verb. 'l'l~eclctails uf this game is loc;~lctlin appendix L. Game V: is aimed a[ hclpiq the pupils to form simple past tense in Igbo using rv suffix. This game like game IV is a card game. S~udc~~tsare tlividcd into groups ar~deach group is allowed at one time to pick the card wiih rv sufix ad fix it at the appropriate place to form a siruple past tense. Any wrong l'ix~u~.~.attracts a loss of inark ihr the group, This game is in 2 sk~gcs..I .lie first stagc indicates leacher's de~nonstrationof the game while the second stage is the actual play ol' [lie game by the students. Steps Taken in Controlling Some Extraneous Variables. Experimenters bias To avoid experimenter's bias, the students were taught by their regular Igbo teachers. The researcher therefore was not personally involved in administering the research conditions. Teacher Variables In order to control this variables and enhance a uniform standard in conducting of the treatment, the researcher prepared lesson plans covering the units of study for the teachers that participated in the study. The teachers were trained by the researcher.for one week, 'during which the .lesson plans and research conditions were discussed. Training of Teachers The objectives of the training were to enable the teachers acquire the competencies for implementing the experimental conditions. The content of the training includes: familiarization with the content, performance objectives and activities of students in learning the unit of instruction. a) Ndakprlta Vdaume b) Iji nganihu i / j mepyta nfinitive site na ntpala ngwaalitinye nsonaazv na ntq ala ngwa (Tensi ndinaazu) - Review the lesson plans prepared by the researcher - Familiarization with the procedures of the games At the end of the training, there was a discussion between the researcher and the teachers which helped the researcher to asses their competency. School Variables To check this variable, the sampled schools were drawn from the same neighborhood - Nsukka Urban and Nsukka Rural Areas. They have the same environmental conditions in each of the stratum. Instructional Situations To ensure the homogeneity of the instructional situations across all the groups, except in terms of the treatment condition: - teachers were trained; - teachers strictly followed the lesson plans prepared by the researcher; all the subjects were exposed to the same instructional content within the same regular time allotted to Igbo in the school time table. Inter-group Interaction Effect. The inter-group interaction was eliminated by having all the JSS 11 in a class of a school to receive one type of treatment. This is because the game was likely to distract the attention of people in the school. Pre-test Post-test Effect The experiment lasted for six weeks and it was expected that this period may have been long enough as not to permit the pre-test to affect the post-test scores or to interfer with the experimental treatment. Also the test items were re-shuffled before administering the post-test. Instrument For Data Collection Two instruments were used to collect data for the study. (1) Igbo grammar Achievement Test (IGAT) (2) Igbo Language Interest Inventory (ILII) IGAT is a 40 item, 4 option, multiple choice objective test (See Appendix B). The items measured only knowledge and comprehension levels of objectives in the cognitive domain of Bloom's (1956) taxonomy of educational objectives. This is so because, the curriculum did not include higher order levels of cognitive domain. This might be because of their age level. Table 4 shows a table of specification used in generating the IGAT items. ILII is a 24 item interest inventory. This inventory was developed by the researcher. (See Appendix C). The instrument was constructed on a 4 point rating scale ranging from SA to SD as shown in Table 3. Table 3 Scale and Scoring Format for ILII 'NATURE OF STATEMENT SA A D SD Positive 4 3 2 1 Negative 1 2 3 4 Validation of the Instruments The instruments, IGAT originally having 73 items (See Appendix A) and ILII originally having 41 (See Appendix C) were face validated by experts, two in language education and the other two in measurement and evaluation in the faculty of education University of Nigeria, Nsukka. The IGAT items were reviewed based on the recommendations of' the experts (See Appendix D). After this review 60 items out of the 73 original items survived. The content validation of IGAT was achieved by the use of table of specification (See table 4) as well as the items analysis (See appendix F). After this review, 40 items which constituted the final version of the test emerged. Table 4 Table of Specification for Igbo Grammar Achievement Test (IGAT) Content Objective Levels i Knowledge Comprehension Total % % % 60 40 100 - Light Vowels 4 2 6 - Heavv Vowels 4 2 6 - Vowel Harmony 6 - Disobeyed Vowels 4 - Word formation (verbs) - .Using infinitive i/i 4 - Using rv suffix 4 2 6 - TOTAL - 26 14 40 With respect to ILII, the items were presented to experts to examine bascd on the following criteria: extent to which the statement in the ILII assesses interest in Igbo language; clarity of language to JSS I1 students. Following their comments, the final version of the ILII consisting of 24 items was constituted as seen in Appendix C (b) Hence, out of 41 items, 15 were dropped based on experts' recommendations (See Appendix E). Trial Testing of the IGAT and ILII The IGAT and ILII were trial tested on 20 JSS I1 Igbo Students selected from one secondary school outside the area of study. Data collected were used both for item analysis of IGAT and in estimating the reliability co- efficient of both instruments. Item Analysis. The item analysis of IGAT was carried out with the 60 items that survived after face validation, using two contrasted criterion groups, each comprising 25% of the trial sample and selected from the two extremes of the scores arranged in order of magnitude. The consideration for including an item in the final version of the IGAT was based on the items satisfying the following conditions: (i) an item easiness index of betweell .30 and .UO; (~i) an iten1 discrinlinatio~~.cap;~cilyof between .20 and 1.00 ( Nwana. 1981) Based on these considerations, 46 items that were of appropriate psycl~o~nctricpropcrtics survived while the remaining 14 items were tlawctl. With due consideration to the table oE sl,ccification, 40 items that COIIS~~~LIIC:the final version ol IGAT as sew in Appendix Vl were selected sincc they met the stated criteria. Kcliability of the ICA'I' An estimate of inlernnl consistency usiug the Kuder Richardson Formula 20 (I<-1220)was establislled for the IGA'T. An internal consistency index of .U2 was obtained. (See App~mIixCii). This cocfficie~ltshows a high reliability ol lie instrument. 'This form of reliability is appropriate (or ileins that are ilichoromously scored such as EAT. I:i~rtllermore, ;I test-ret~streliability estimating the stability ol' the IGAT was carried out. 'She reason for this was to ensure stability of the instrument as the same instru~nentwas to be used as pre-and post-tests. Alicr the first atlministration a 2-wcek gap was allowcd before the second ad~llinistralitin.After the exercise and usi~~gthe Pearson's product Momnt Correlation Statistic an estimate of reliability co-efficient of .87 was obtained (see appendix H). This co-efficient is quite high and shows that the IGAT is stable over time. Reliability of ILII An estimate of internal consistency using Cronbach Alpha formula was chosen because the items are not dichotomously scored. An internal consistency index of .63 was obtained. (see Appendix I). This co-efficient is high and shows that the instrument is internally consistent. .Trial Testing of the Games The games were trial tested in one secondary school outside the area of study among JSS I1 students. The objectives for the trial exercise were as follows: (1) to see whether the game could be played by students; (2) to find out the appropriate time required for each game; and (3) establish whether the game could give the educational information they are meant for. At the end of the exercise, which lasted for 3 days, it was found among others ;hat: 88 (1) the games .are adequate for the level of students targeted for the study. (2) the average time of's5 minutes was found to be adequate for each of the games; and (3) students who participated in the games were able to answer basic questions on the content on which the games were based. Validation of the Lesson Plans The lesson plans were validated by four experts in language Education and Measurement and Evaluation in the Faculty of Education, 5 University of Nigeria Nsukka. Also three-experienced secondary school Igbo Teachers helped to validate the lesson plans. They were specifically requested to examine the extent to which: - the lesson plans covered the contents; - the lesson objectives were clearly stated; - the objectives were appropriate to the students' level; - appropriate instructional materials were specified; - students' activities were adequate; - evaluation questions assessed the attainability of the objectives. Their report indicated that the lesson plans are of very good standard. Method of Data Collection A Pre-test using (IGAT and ILII) was conducted, to get the pre-test scores. The post-test scores were also collected after the treatment by re- administering the test instruments. Method of Data Analysis The research questions were answered using means and standard deviations while the hypotheses were tested at .05 alpha level using a two- way 2 x 2 x 2 (Method x. Location x Gender) Analysis of Covariance (ANCOVA). The pre-test scores were used as covariates to the post-test. Use of ANCOVA was appropriate here because it served as a procedure for controlling the initial differences in' the groups by partailing out the variations due to some extraneous variables. CLIAP'ECR FOUR In this chapter, results of thc study are presented Data relevant to each rcscarcl~question or hypothesis are prescnted and described in tatdes afcr the prclin~inaryanalysis on assumptions of' ANCOVA. At the end of the chapter, a summary of major findings is presented. A prelimin;~ry analysis lo test one, assumption of analysis of covariance (ANCOVA) on lincar~~ybelwce~~ the covariates and the dependent n~eaboreis ahpresented Table 5: Pearson correlation coefficients between the covariates and the dependent variables. I Covariates Dependent Experimental Control I'ooled 1 Variables Pre achieve score/post Score ,555 .507 ,5460 Pre. Interest. Scarelpost Int score ,587 ,700 ,5535 n 96 101 197 Critical r ,195 ,195 ,195 The correlation between the covariates and their corresponding dependent variables ranged from 0.55 to .50 for pre achievement versus post achievement and .58 and 0.70 for pre interest versus post interest. The critical values of r required for significance at .05 level of significance is .195. Since the calculated values all exceed the critical values, that is each of the covariates exhibited significance relationship with the corresponding dependent variables, the assumption of linear relationship between thc covariates and their corresponding dependent variables is therefore mcl. Research Question 1 What is the mean achievement scores of students taught vowel harmony and word formation using the game strategy and those taught with conventional method? Table 6: Students' prelpost achievements mean (X) scores and standard deviation in Igbo grammar for both experimental and control groups. . Group N R So Mean gain Experimental Pre Achieve 96 14.68 5.23 Post Achieve 96 22.86 5.40 8.18 Control Pre Achieve 101 13.64 4 .09 8.63 Post Achieve 101 22.27 6.78 Table 6: Shows that for the pre achievement test, the mean scores of the experimental group is 14.68 with standard deviations of 5.23 while the post achievement tests mean score is 22.86 with standard deviations of 5.40. For the control group, the mean achievement score for pre-test is 13.64 with standard deviations of 4.09 and post tests mean score of 22.27 with standard deviation of 6.78. Therefore there is a mean gain of 8.18 in the experimental group and 8.63 in the control group.. HOI There is no significant difference in the mean achievement scores of students taught vowel harmony and word formation using games and those taught using conventional method (P< .05). 94 Table 7:Analysis of Co\'arlance (ANCOVA) of stude~~ts'nost-achievement n in --~nenl- mea.- scores IGAT (TI, *- Sig Source of Variatio~F33qu72 Meim spar' --of I Covarialcs 1147.233 I'rc-Achie 1147.233 Mail1 Effects 519.944 Merllod 1.995' NS I .oc;aion 449.661 S Scx 1201.315 s 2-Way Inlcractions 117.071 , hlelhod x loc;~tion 68.867 S hlcthoil x Sex 106.690 S 1.ocalion x Sex 202.872 S 3-Way Interactions 538.532 538.532 S 634.275 12.311 197 case were processed 0 Cnses (. opct) were rn~ssitlg) * Significant at 0.05 level. Table 7: Shows that the f-ratio for the effect of method on the students' achievement in Igbo grammar is .16. This value is less than the table value of 3.84 (1 df for numerator and 188 df for denominator at .05 significant level). Therefore the researcher fails to reject the null hypothesis of no significant difference on the effect of games on the mean achievement scores of students. This means that there is no significant difference in the mean achievement scores of students taught using games and those taught with conventional method. Research Question 2 What is the mean achievement scores of male and female students taught with games and those taught with conventional method? Table 8: Male and Female students' Pre and Post achievement mean scores and standard deviations in experimental and control setting in Igbo / grammar Experimental Control Pooled ? - Preachie Post achie Preachie Post achie n Male 45 15 6.3 45 21 5.6 50 12 3.4 50 17 3.6 95 19.61 5.03 -- Female 51 13.9 3.851 23.85.1 5114.8 4.6 51 26.7 6.12 102 25.30 5.81 Table 8: Shows that the post achievement mean score of male and female student? in the experimental setting are 21 and 23.8 respectively as against pre-achievement mean scores of 15 and 13.9 for males and females respectively where as in the control setting the post achievement mean scores for male /female students iw 17 and 26.7 respectively as against prc- achievement mean scores of 12 and 14.8 for males and females respectively. The table therefore shows that female students achieved higher than the male students both in the experimental and control settings. ,HO2. There is no significant difkrence in the mean achievement scores of male and female students taught using games. With respect to the above hypothesis, Table 7 reveals that the computed F value for the effect of gender on achievement in Igbo grammar is 97.58. This value is significant at .05.The decision therefore is that the null hypothesis is rejected. This means that gender is a significant factor on students' achievement in lgbo grammar when taught with games. Research Question 3: To what extent do students :from Urban and Rural areas taught with games differ from those taught with conventional method in their achievement in Igbo grammar? Table 9: Urban and Rural Students' Prelpost achievement mean scores and standard deviation for both experimental and control groups. Experimental Control Pooled Pre achie Post achie Pre achie Post achie n R SD---I Urban 51 16.45 5. 51 24.44 5.27 50 13.7 4.37 M 25.3 7.3 101 24.81 6.35 Rural 45 12.6 36 45 21.2 5.15 51 13.3 4.19 51 19.25 4.56 96 20.19 4.93 Table 9 shows that the post achievement mean scores of urban and Rural 'students in the experimental selting are 24.4 and 21.2 respectively as against pre-achievement mean scores of 16.45 and 12.6 for Urban and rural setting respectively. Whereas in the control setting the post achievement mean scores for Urban and Rural students are 25.3 and 19.25 respectively as against pre-achievement mean scores of 13.7 and 13.3 for the same groups respectively. Therefore the Urban students achieved higher than their rural counterparts both in the experimental and control setting. However a closer look on the table shows that Urban students taught with conventional method achieved higher than those taught with games where as in the rural setting, students taught with games achieved higher than those taught with conventional method. Therefore there is interaction effect of method and location on achievement. HOI There is no significant difference in the mean achievement scores of urban and rural students using games. Table 7 reveals that the computed F-value for the effect of location on achievement of students in Igbo grammar is 36.44. This value is significant 'at .05 level. The decision therefore shows that the null hypothesis is rejected. .This means that location is a significant factor on students' achievement in Igbo grammar in favour of students in urban area taught with games. Research Question 4: What is the mean interest scores of students taught vowel harmony and word formation with games in relation to those taught with conventional method? Table 10: Students' Prelpost Interest mean scores and standard deviation in lgbo language for badh experimental and control groups. I Group N R SD Mean Gain 1 Experimental Pre.Int. 59.31 8.92 14.29 1 Post-Int 101 65.16 11.76 1 From Table 10, it is evident that the pre-interest mean scores and standard deviations for the experimental groups are 59.31 and 8.92 respectively while their post-interest mean scores and standard deviations are 73.42 and 10.8 respectively. For the control groups, the pre-interest mean scores and standard deviations are 62.00 and 10.16 respectively while that of post-interest mean scores and standard deviations are 65.16 and 11.76 respectively. This therefore implies that the experimental groups achieved higher than the control groups in the post-interest. In other words, there is a higher mean gain in the post interest scores of experimental groups than that of control groups. H 04 There is no significant difference in the mean interest scores of students taught vowel harmony and word formation using games and those taught with conventional method (P < .05) 101 1 I: Analysis of covariance (ANCOVA) of students' Post- interest ~~ p~ ~~-~. Source of Varinlio~ hrn of Squari ~~ -- Covariales 5871.111 he-Interest 5871.111 Main tWxts 9837.610 Method 49.58.292 I .ocation 2167.197 Sex 1833.613, 2-wiay irlreraclions 1010.589 h4crhod x location 1.392 Mctliotl x Sex 12.125 I.ocm ion x Scx 1001.213 3 - way interidon 326.492 (Mc~liotlx localiu~~ x Sex 326.492 I:xplai~icd 10316.854 I(csitlu:~l 8958.567 - ~~ -- '1'0'1'~~ - I, 28275.471 ~ -. - 197 caws were processed 0 uses (opcr) were missing .,. ,, . . ,.. . ,> n,. . , The ANCOVA result shown in Table 11 indicates that the calculated F- value for the effect of treatment on interest is 104.052. This is far greater than the table value (ldf for numerator and 188 for denominator at 0.05 level) The null hypothesis therefore is rejected. It then means that there is a significant (P<0.05) difference in the mean interest scores of students in favour of those exposed to game strategy. Table 12: Turkey Post Hoc multiple comparison Test between the adjusted mean on overall interest by method. Sum of Square df Mean Square Pratio Significance I Source I I Post achie 1 Between groups 3316.500 1 3316.5 25.95 O.OO(3.84) 1 Within groups 24921.967 195 127.805 I Sign (P < .05) The calculated F-value for the experimental and control comparison of the adjusted mean overall interest score is 25.95. The table F-value at 0.05 level of significance is 3.84. This mean$ that the difference between the adjusted means of the experimental and the control groups is significant since the calculated F-ratio exceeded the table value. Therefore there is significant effect of game strategy on students' overall interest in Igbo Language. Research Question 5: What is the mean interest scores of male and female students taught with games and those taught with conventional method? Table 13: Male and Female students' PreIPost interest mean scores and standard deviations for both the experimental and Control groups. Experimental Control Pooled Pre-Int Post-Int Pre-Int Post-Int n x SD 1 Table 13:. Shows that the post interest mean scores of male1 female students taught with games are 72.7 and 74.01 respectively, as against pre- interest mean scores of 61.7 and 57.2 for the males and females receptively whereas in the control setting the post interested scores for male and fernalc students are 58.6 and 72 respeclively as against pre-interest mean scores of 58 and 65.8 for males and females respectively, When pooled together, male students have overall mean interest score of 65.25 with standard deviation of 12.04 while femules have overall mean interest score of 72.84 with standard deviation of 10.43. Therefore the result shows that female students showed higher interest than the male students when. taught with games. HO5 i There is no significant difference in the mean interest scores of male and female students taught using games. With respect to the effect of gender on students' interest in Igbo language, Table 11 shows that the calculated F is 38.47, which is significant at .05 alpha level. Hence the null hypothesis of no significant difference is rejected. This means that gender is a significant factor on students' interest in hvour of females when taught with games. Research Question 6: To what extent do students from Urban and Rural Areas taught with games differ in their interest in Igbo? Ydle 1.4 Urban and Rural Sulde~~ts'Pre/lJost Interest mean scores and s~andarddeviation for both the experimental and conrrol groups in Igbo. ?bble 14 Sliows that the post interest mean scores of studen~sin Urban and Ilur:~l are:ts Laugl~lwith games are 78 and 68 rcspectively, as g gain st prc- irwrest scorcs of 62 and 55.8 lor the same group, respectively. In tl~o conirol setting the post interest scores lbr studcnts in Urhan and Rural arm; are 69.9 and 60.54 respectively as against their Urbau and Rural pre inmest mean scores of 63 and 60.9 rcspectively. When poolcd together urhan students havc overall mean interest of 74 will1 standard deviation of 12.10 wlwc as their counterparts in rural scllools havc overall mean in~crestm~rc <)I' 64 with standard devii~h01' 0.53. This implies that s~udcntsli-0111 Urban scl~oolsshow more interest than those from Rural scllc~ols. H06 There is no significant difference in the mean interest scores of Urban and Rural students taught using games. Table 11 also shows an F value of 45.48 for the effect of location on students interest in Igbo. This value is also significant at .05 alpha level. The decision is that the null hypothesis is therefore rejected. This means that location is a significant factor on students' interest in lgbo in favour of Urban areas when taught lgbo grammar using games. There is no significant interaction effects of method and gender on the achievement of students in Xgbo grammar. HOH There is no significant interaction effects of method and location on the achieviment of students in Igbo grammar. The result used to verify HO-I to HOs is shown in Table 7. According to the result the entire 2 - way interaction effects are all significant with calculated F - values of 8.667, & ,594 for HOr, & HOB, respectively. Their F - values exceeded the critical F- valut: of 2.99 (1 df for numerator and 188 df for denominator at .05 alpha level). Hence the entire null hypotheses on the indepelident measures and achievement are rejected. This implies that when the method interacts with gender or location or when method interacts with gender and location collectively, the effects on students' achievement are felt. In other words the effects of treatment (game) on achievement is not consistent across the levels of gender and location. That is, 'the game strategy favours one sub-group more than the other. Table 15: Turkey post hoc multiple comparison Test between the adjusted mean on overall achievement by gender Source Sum of squares- df . mean square F Sig Post Achie Between groups 1535.999 1 1535.999 50.758 -000 Within groups 5900.905 195 30.261 I Significance (P< .05) The calculated F-value for the experimental and control cornpartson of the adjusted mean overall achievement scores by gender is 50.75. The table F- value at 0.05 level (3.84) is far less. This goes to further prove the significance of the interaction effect of method and gender on achievement in Igbo grammar. Table 16: Turkey's Post hoc multiple comparison Test between the adjusted mean on overall achievement by location. Mean sq F. Sig Post achie Between group 1098,081 1 1098.081 33.780 -000 1 Within groups 6338.823 195 ' 32.507 I The calculated F-value for the experimental and control group comparison of the adjusted mean overall achievement scores by location is 33.78. This is far more than the f-value at 0.05 level (3.84). This confirms the significant interaction effect of metbod and location on achievement in Igbo grammar. H09 .There is no significant interaction effects of method and gender on the interest of students in Igbo. HO1u There is no significant interaction effects of method and location on the interest of students in Igbo. lo9 The result used to verify HOP to HOIQis shown in table 11. According to the result, the null hypotheses 9 and 10 indicate F- values of .29 and .25 respectiveJy which are less than the critical value at 0.05 level of significance. Since the calculated F-value does not exceed the critical F- values, the interaction effects are upheld. Summary of Major Findings The findings of this research are as follows: Game strategy as a method of teaching was not a significanr factor on students' achievement in Igbo grammar. However the group taught with game achieved slightly higher than the group taught conventionally. Gender was a significant factor on students' overall achievement in lgbo grammar when taught with games, in favour of females. Location was a significant factor on students' overall achievement in Igbo grammar when taught with games, in favour of urban students. Method had a significant effect on students' interest in lgbo language. The group taught with games showed high interest. . Gender was a significant factor on students' interest in lgbo language. The females performed higher than their male counterparts when taught with games. (6) Location had a significant effect on students' interest in favour of students in Urban areas, when taught with games. (7) There were significant interaction effects of independent measures on achievement. (8) The 2-way interaction effect of method and gender, and method and location on students' interest were not ~igniflcant. CHAPTER FIVE is cuss ion of Results, Conclusions Implications, ~ecommendationsand Summary. In this chapter, the major findings of this study are discussed. This is followed by conclusions, educational implications, recommendations, limitations and suggestions for further research. Finally the summary of the research is presented. Discussion of Results. The discussion is organised under the following sub-headings. 1. Effect of games on students' achievement and interest i!i Igbo grammar 2. Influence of gender on the achievement and interest of students in Igbo grammar. 3. Influence of school location on students' achievement and interest in Igbo grammar. 4. Combined effects of method, gender and location on students' achievement and interest in Igbo grammar. I ol. galucs on llrc aclricvcmcnl ;r~linterest oi' stuclcnts in Igbo grall1llI;lr. Evidence obtained in this study shows that game strategy did not have any signifiLanl effect on the achievcmeni. of students in Igbo grammar. llowever the students exposcd to games achievkd a little higher than those expowed lo the conventional method. This result is not surprising as the advantages of gmcs transcend acquisition of facts. Maybe, as a meta- lc. CIIIIIII~. ' activity, games could have proved i1.s mettle in a retention test as wcll :IS in cvdualing ollrcr domains of learning oulsitle cognition. ?'he above'fintlings appear to be consistent with Anikweze (1988) who also fonnil tliat games did no1 enhance students' ;rchievement in Geography. I~loweverthe finding goes contrary to ll~oseof Obanya (1987) ;ind Okeke (1995). who proved that games strategy is a factor in achievenlent ill their various suhject areas. Okeke (1995) fbund out that g;lrileh improved pupils' proficiency in lnglish Language. Pupils' proficiency appears to be a retenti011 tesl or an after test, as one must comprehend the concepts before further. e~nhcllishment with regard to proficiency this study which shows that no significanr difference is noticed due to the use of game strategy in teaching some aspects of Igbo grammar is quite natural and does not raise any worry or doubt. Game Strategy as a Factor on Students' Interest in Igbo Language. The result obtained in this study regarding the effect of games on students" interest is most impressive. It shows that the game strategy has a significant effect on students' interest. This implies that the students' interest increased appreciably with the use of games as a teaching strategy. Based on the characteristics of games already highlighted in literature the finding can be used to appreciate more the earlier findings of no significant difference in students' achievement with respect to method. It has been pointed out in literature review that games play important roles in enhancing a balanced development of the child, that is in both cognitive, affective and psychomotor skills. Therefore to measure an outcome of game only from one perspective is defective. One now wonders what the result would be if also the psychomotor dimension of the game strategy was measured. However with respect to the interest in focus, game strategy has actually proved that it can build the interest of pupils in Igbo, language which has suffered a great deal due to lack of interest. The first task i'acrng specialist based curriculum experts is how to build interest of students in their subject areas. This is because research findings have shown that interest is a very big factor in pupils' achievement. You have to build up interest first before you can sustain your achievement. The result of this study with reqcct to building of students' interest is very important to this study because according to Ekeke (1987) if a true behaviour of pupil is to be approximately obtained in a subject area, interest as a factor 'of the affective aspect must be there. May be the achievement of students taught using the game strategy will gradually increase in subsequent exercise due to the already indicated increase in interest. Influence of Gender on Students' achievement and interest in Igbo grammar. Evidence from the study shows that gender has a significant influence on the achievement of students in lgbo grammar. The result shows that female students achieved significantly higher than their male counterparts. The review of related empirical studies shows that there has not been a generally agreed pattern of influence of gender on achievement. However in verbal reasoning there appears to be agreement that females always out weight their male counterparts (Nigeriama 1974, Weber, 1976, Banick 1980,'0kpala, 1981 and Mansaray, 1988). This work also strengthens the earlier findings that females are superior in content areas dealing with verbal reasoning. For instance, Okpala (1981) had found out that girls were inclined to arts subjects while boys were inclined to science. Female students should actually perform better in Igbo as it is an art subject and this work has just proved that. Influence of Gender on the Interest of Students' in Igbo Language. Evidence from this study shows that gender has a significant influence on the interest of students in Igbo language. The result shows that , female studenis showed higher interest than their male group. This fhding confirms the general feeling that females are more interested in verbal activities more than males. This finding agrees with Chidolue (1983) who reported that women showed greater interest than men in working with people. However the reverse is the case with interest in geography where significant gender influence was reported in favour of males by Agbegbu (1999). The higher significant influence of gender on achievement in favour of females earlier showed that females were able to translate their greater mean interest score to higher achievement score. Influence of school location on students' achievement1 interest in Igbo grammar In this study, school location is found to have a significant effect on the students' achievement in Igbo grammar. The result reveals that students from the urban schools achieved higher than their rural counterparts. This finding agrees,with those of Dale and Miller (1972), Mcgregor (1973). Izuwa (1974), Anunobi (1984), Nwagu (1990), Okoye (1993), and Ofordile (1995). Nwagu (1990) found out that students in urban located schools achieved statistically higher in social studies than their counterparts in rural located schools. Anunobi (1984) also compared the performance of Urban and Rural secondary school students in English language in WASC examination and found that students from rural schools achieved less well than their counterparts in the Urban schools. Their explanation for the observed differential achievement in favour of Urban schools is that the surrounding of rural schools are generally unstimulating or insufficiently stimulating unlike Urban areas which have lots of fascinating and stimulating objects for teaching. In discussing the findings of this study with respect to the higher achievement on students in Urban schools, it is pertinent to emphasize Emenanjo's (1979) and Nwachukwu's (1983) positions that Igbo language is seen a8 a dlfflcuh ~ubjectbecnu80 It lends iteelf to many dlaleotsd Wowaver in Urban areas there seems to be uniformity in the use of standard Igbo but because of the dialectal problems, it appears that students in rural schools do not quite imbibe the standard Igbo as it interacts negatively with the local dialect they use most often in their homes. This poses a problem and the question is, should students be taught with the immediate dialect in their locality? Will there be separate text material, separate teachers that master the dialects which change from location to location? The society for promoting Igbo language and culture (SPILC) appears to have sorted this .problem by seriously emphasizing the use of standard lgbo (Igbo - Izugbe). However the mixing of people from various locations in urban areas creates a more vantage position for the use of "Igbo Izugbe' than people in rural areas who are homogeneous and enjoy the use of their language as part of their cultural heritage. Influence of School Location on students Interest in Igbo. .In this study, school location is found to have significant influence on the interest of students in Igbo language. Students from Urban schools showed higher interest than their counterparts from rural schools. This implies that the urban environment has a lot of activities and facilities that make Igbo learners interested in the subject. This finding is in consonance with Okoye (1993) who also found that students in urban schools showed higher significant interest in oil spill simulation exercise than students from rural schools. This result followed the same pattern as the earlier one found in this stuay on influence of location on achievement. This also shows that students in Urban schools were able to translate their greater mean interest score of higher achievement score. Conlbined effects of method, gender and location on achievement/Interest of students A significant interaction effects of method and gender on one hand, metho& and location on the other were found on student's achievement in lgbo grammar. This shows that male and female students or urban and rural students were differently influenced by the treatment condition. This goes to strengthen the fact that game strategy is relevant in achievement as some groups were influenced separately by its use more than other groups. For instance males in the experimental group achieved higher than males in the control group while females in the experimental group achieved lower than females in the control group. Also urban students in the experimental group qchieved lower than their counterparts in the control group while in the rural setting, the experimental group achieved higher. This goes to strengthen the treatment condition as a catalyst of positive change when combined with genderllocation. This goes to prove that game strategy facilitates individualized instruction. No interaction effect of method and gender on one hand and method and location on the other hand was shown with respect to interest. This finding shows that for the two-way interaction'the efficacy of methods and the other independent measures on interest was consistent. This means that students' interest in Igbo language was consistent in the treatment across ,both gender and location levels. Conclusion On the basis of the findings of this study, the following conclusions are made. Game strategy had no significant effect on the achievement of students in lgbo grammar but had significant effect on the interest of students in Igbo language. This means that the students have interest in the subject but the game strategy did not make them to achieve higher. Gender had a significant effect on the achievement of students in Igbo grammar. Female students achieved higher than their nrale counterparts. On the issue of location, urban students achieved higher than their rural counterparts in Igbo grammar. The game strategy had a significant effect on students' interest in lgbo language. The strategy enhances the interest of students in Igbo language more than the conventional method: 'school location had a significant effect on the interest of students. Urban students were found to have more interest in Igbo language than their rural counterparts. Also the results showed that female students showed higher interest than their male group. This implies that gender had influence on student's interest in Igbo language. Educational Implications. The results of this study have far reaching implications for students, teachers, preparatory institutions, curriculum planners and textbook authors. The result of this study has shown that interest in Igbo language is more enhanced than achievement using game strategy. Also gender and location have significant effects on students' achievement and interest in the subject. On the part of students, this finding suggests the need for students to be motivated in activities involving games in Igbo language, which is among the subjects students do not like. It is hoped that through the use of learning games, students' achievement in the subject will improve because it has been confirmed through research evidence that interest enhances achievement. As this study has shown that female students performed hetter that their male counterparts and they also showed higher interest in the subject, it implies that female students are enthused by the innovative method more than the males. No commensurate interest to that of females shown by male students in Igbo language is supposed to be source of worry to language educators as the present emphasis is on gender equity in education. On the part of teachers, the result of this study has shown that they will achieve better result if they are trained to develop and validate learning games for teaching Igbo language as learning games have been found efficacious in building and sustaining interest of students in the subject. However, the result shows that teachers located in rural areas need more of this training as' their students have more difficulty, which., seems to be caused by the environment inthe learning of Igbo. The findings of this study also have implications for curriculum planners and governmental bodies. The efficacy of games especially in building and sustaining interest in Igbo language implies that games should be one of the major strategies highlighted in the curriculum package. However, game strategy was mentioned in passing which ab-in-itio gave credence to this study but now game strategy should be seriously emphasized and content areas requiring them made to sensitize the teachers on the use of the strategy while teaching those content areas. The results of this study have shown that governmental bodies involved in the education of the child still have a lot to do in the area of fashioning innovative instructional method to be employed in schools. The result of this study also indicates significant interaction effect between method and gender on one hand and method and location on the other hand on achievement. This implies that even though there was no significant difference in the mean achievement due to method generally, treatment condition influenced some groups more. This finding goes to prove the efficacy of game strategy on individualized instruction as it has shown that the group that did not do well in the pre-test condition excelled in the post-test conditions. This finding is linked up to mastery learning which games seem to enhance. This issue could have been proved better if a retention test was carried out. However this could be carried out in further research. On the other hand, the non-interaction effect of method and gender, method and location on interest provided additional evidence that enhanced interest of females in the treatment condition alone. This also applies to the school location. So it is the game strategy alone that resulted in the difference rather than any other factor. This goes to fortify the efficacy of game strategy as a teaching device. Recommendations As a result of the above implications of the findings of this study, the following recommendations are made. (1) Since game strategy is effective in enhancing students interest in Igbo language, emphasis should be given to equipping students with the necessary skills in using games. Classroom teachers, principals as well as other government agencies like the ministry of Education should help in equipping schools with game materials. For instance, instructional material centers like Curriculum Development and Instructional Material Center (CUDIMAC) in University of Nigeria Nsukka and others should undertake the development and production of games for teaching various subject areas. (2) Teacher preparation institutions should incorporate in the relevant areas of their special method courses units on game strategy and expose both the pre-service and in-service teachers to the strategy. For instance in the NCCE minimum standards for colleges of education, emphasis should be laid on the use of games in teaching the languages. (3) Seminars, Workshops and Conferences Should be organized by the various organs of government including the researcher, on the importance of use of innovative strategies like games in teaching and learning process especially in the area of language education. Emphasis of these conferences should be laid on gender and location factors on language education. The issue of dialectal problems that are more pronounced in rural areas with respect to acquisition of skills in both spoken and written lgbo should be addressed. Use of focal groups will also ensure success of such seminars. (4) Writers of Igbo text books should be encouraged to include in their study guide aspects of learning strategies that enhance achievement and interest in which games is a part. This will help both teachers and students in their teaching and learning process. (5) The fact that female students performed better than their male counterparts both in achievement and interest means that both the language teachers and education authorities should ensure that male students are given more attention with respect to language learning to bring up their level to those of their female counterparts. (6) The fact that urban students achieved higher than their rural counterparts indicate that more educational opportunities will be provided for the rural schools. Attention should be given to those factors, which make the rural students to lose interest and achieve poorly. Education authorities should not concentrate their supervision only in urban schools. They should extend the same strict check on the rural teachers, if they have not been doing so. Limitations of the Study. The generalizability of the findings of this study and conclusion drawn may have been influenced by a number of limiting factors. (1) Eight different teachers were used in the experiments gnd some extraneous variables like teachers personality, teaching styles and classroom environment were bound to have affected the result in spite of all control measures adopted in the study, (2) The contents covered were only two units of the JSS I1 curriculum and also the use of only year two students in the study are likely to have affected the findings of this study. Suggestions for further studies The findings of this study have generated some areas for further research, which are to: (1) Carry out a retention test on the effect of games on the achievement and interest of students in lgbo grammar. (2) Carry out slmilar research with other content areas in lgbo grammar even in the same zone and other education zones. (3) Replicate the study by changing some variables such as the subject .used and sample size. (4) Replicate this study in another setting where both the experimental and control group should take place in one school. Summary The achievement and interest of students in Igbo language and grammar in particular has been on the decline. The major reason attributed to this poor ,performance is poor method of teaching. There is therefore need to improve the teaching styles of the subject. The purpose of this study was to determine the effect of games as a teaching strategy on the achievement and interest of JSS I1 students in Igbo grammar. The study also explored the influence of gender and location on the achievement and interest of students in lgbo grammar. Six research questions were generated to guide the study. It was hypothesized that - (a) the game strategy will not have significant effect on the achievement and interest of students in Igbo (b) gender will not be a significant (P<.05) factor on students' achievement and interest in lgbo. (c) location will not be a significant (PC.05) faster on students' achievement and interest in Igbo. (d) there will be no significant interaction effect of method and gender on students' achievement and interest. (e) there will be no significant interaction effect of method and location on the achievement and interest of students in Igbo. After reviewing related literature, a quasi - experimental study of non-equivalent control group design involving 8 intact classes (4 males & 4 females) were used for the study. 197 JSS I1 students constituted the sample ,for the study. The schools were drawn from Nsukka education zone of Enugu State. The sampled schools were randomly assigned by balloting to the treatment and control conditions. Regular Igbo teachers who were earlier trained by the researcher taught the students. Identified extraneous variables were controlled and all the groups were pre and post - tested. Data collection was done using Igbo grammar achievement test (IGAT) and Igbo language interest inventory '(11111) developed by the researcher. An internal consistency reliability estimate of 0.82 using Kuder Richardson formula 20 was computed for IGAT while an internal consistency of 0.63 using Cronbach Alpha formula was calculated for 11.11. The data generated from the study was analyzed u iing means, standard deviations, and 2x2~2analysis of covariance (ANCO~A). The result showed that: . 1 (1)there was no significant effect of game s/rategy on students' ! achievement in Igbo grammar. I I (2) there was a significant effect of game strategy 01 students' interest in I Igbo. ! 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(eds) New Movements in the study and Reading, of Geography. London: Rilling and Sons Limited. Walford, R. A. (1974). Simulations and Games in Long, M. (ed) Ea@xlok for Geography Teacher. London: Methuem. Webcr, D.D. (1976). Sex Differences in Cognition: A Function of Maturation Rate. Science. 192, 572 - 573 Westerman, D.C. (1957). Practical Phonetics for Students of Afrjs: Languages. London: Oxford University Press. Wilkins, D.A. (1972). Linguistics in language Teaching. London: Edward Arnold Publishing !iinited. Wittgenstein, L.C. (1968). Philosophical Investigations. Oxford: Basil Blackwell. Wolslanky, W.D. & Ogueze, V. C. (1985). ,Reparing to Teach. London: Pitman. APPENDIX A INITIAL VERSION 01' IGBU fiRlEMM ACHIEVEMENT TEST. (IRATI-- Aha Uloakwukwo. . . . Klasi Nwuke -/-7 Nwaanyi -f7 080 : otu 0w4 n& para Ajuju o bula nwcre ariza ano nke naani otu bu uziokwu...... * . HUrO. . nke bu. rziokwu ma kaa Okirikiri na mkpuru. . abidii. .. ya. .~,- , A ju.ju: ...... Hkpuru. . dbidii. .. Igbo Olee ka c nwere? a. iut? b. asaa L ch. Iri ato. na isii do iri ato. na ise Mkpuru. . abiichi ch bu.. aziza . ya ka eji kaa ya okirikiri IGOO GMM . ACHICVEMENT TEST (IGAT) 1) tiini ka a na-akpo. Udaume. ndi. otu ha nwere ntupo. . nlo'kpuru. a. Udaume. b. Udaalb. . Ch. Mghochiume d. Udamfe. 2) ydaume aiou'ka... a na-skgp. a. Udaabb. . b. udamfe. cn. Udamkpi. . d. .Yyiriydaurne. 3) Ihe a na-akpo. udamfe. na bekee bu.- a. small vowel b. heavy vowel ch. double vowel d. light vowel 4) Aha ozo. . e nwere ike ikpo. .. udamfe bu.- a. atu la* b. otu re1 ch. otu lo* d. otu 10'. Hoputa. . okwu ndi. bu.. udamfe nlokwu ndia. - ! h. Ula. ch. echi d. Ude 6) a, anu. b. i;e ch. ubu d. agbe 7) a. akarn 'A be UQO ch. ughere - d. akpe 8) a. uke b. af'o. .. -, ch. azizo d. aha 9) a. opi b. ure ch. oso. d. uwe LIGHT VOWEL COMPREHENSION LEVEL i ~edunke nwere udamfe. n'okwu ndia. ' . . I ! .; ID) a. koleji ' I . b. Emeka ..I J ch. wayo , ' . j. d. jaro , . 17) a. Mahadum 8 1 b. akwukwo. . ch. aku -\i d. ule Nlol,wu a bu ~Uloakwukwo, tldeunle ndi dl nu ya si nrotu - . .. 6.. . " a. Udaaro. . ch. Udansuda. . , d. myiriudaume. hedu nke Udaume.. digasi. . na ya sitere nlotu Udamfr a. Udaaro. . b. Okokporo ch. Otapiapia. . . b" d. otiokpo. . if i 14) Udaume Ndi enwrghi.ntupo nlokpuru ka a na-akpo- ,8 I .. . 4 . . I1 . -. i ,., a. Udaala i; , '* I I . . !d ; b. . Udanauda ' : ch. udaaro I I . . d. Udaelu !, 15) ydaume *e i o u ka a na-akpo- ' ), , 3. . i a. udaelu. I b. udaala. . , ., ! 59 ch. udamfe. , , . . . -.. I d. Udaaf.0 $ , . . . , ,(. 8 16) udaume. a@. na bekee, ka a ha-akpo-. ', I , -' , , a. ~ightvowel;(b) sound vowel; (ch) heavy vowel; . . I d. Dig vowel Were ajpjya zaa aziza 17, 18 na 19. Hoputa. . okwu. ndi. bu.. udaah * ntokwu ndia-. I 18) a. dinta. , b. aPe *, ' ch. ogala d. udele I 19) a. nahiko. . I i ': b. akpati. Ch. OQO~O~O , , ., ,, , d. aka !, I., i v ', ' 20) Aha ozo e nwere ike ikpo udaaro bu - I > . . . . . , ...... I r 8' I a. Otu la: . , I. ' b. Otu lbl. 2 ;-. .,. . . . ch. otu let ,' 21) Hoputa. okwu Siri nlotu Udaalo. . puta. site nrokwu ndia. , . . , . . ,t . . v' ch. ndakarita ', i' . . . . I 4 , ', d. wepu 22) Udau~neaaro dl - ntonu ogugu 1;'. ' . . . "I ..... ,/ ; ' , , a. ise , , , , ch. ano. d. anu. . . ! I , . ,1 ' . I j '. 1 i:, ; I,:.. !I 23) Wepu okwu enweghi Udaaro 8 i . . a. ekele I ch. ngosiE , . i d., ugbala ;I 8 . 1,' 24) a. ayoro. . -, ,i' , ,.,. - b. ukpoko I ch. Mgboli I I d. ebi , , , ,, , ,. .' b. 1beribe I ~' ch. umunne 1 . . 1 ' ,. . 1 d. aahara I 4 I.' I 26) a. efe I 1. ' ch. akarnu. I I d. ututu ' : 8, HEAVY VOWEL COMPREHENSION LEVEL I ' b. Udaike ch. Udansuda. d. Ljdparo. I nedu okwu nwere Udaaro. . n~okwundia . I 20) a. suma. b. udu ch. okolOt0.... II d. ukal~ 29) a. Eku 'I b. eda. 30) Udaaro. . niile na - ebido na - , . a. e b. i . . - ch. i . , 31) Na mkpoputa bkwu' ~fdaaro, U3.u Mmadu na ad1 - . . . -'--4 a. adiala. . D. nwaayp I ch. elu ' I 32) udaafh niile na - \ . . a. ebu ntupo. . nlokpuru b. na-ebu ntupo. . nfetiti ch. enweghi ntupo. . ma e wepu nlotu udaume. V d. nwere ntupo. . nlisi naakwa okpuru. HARMoNIZATIUN ('ND~KQAITA) KNOWLEDGE LEVEL .. ; 33) udaume. e nwere nlIybo di. a. ise ch. asato 34) Ekere udaume uzo - 1 . . . b. ise ch. abuo.. ' d. asato I . 35) Iwu ndakorita. . IJdaume bu. na - a. Udaume ga-adi nlokwu Igbo niile . .. b. Udaume ya-ad'l nlakwu ~gboya-eaiteriri nlotu akuku . "4 . . udaume. putd. ch. Udaume. ga ebidoriri okwu Igbo - 9 d. Udaume. ga - akwu~iriri. okwu Iybo X -I I 36) Ndakprtta Udaume nwere ajikotara. . ya . ; I -. d. oru . . . . '72 , 37) Ndakorita udaume na bekee. bu . . . ? a. vowel assimilation 1 ' . , , , b. wowel harmony . . ', b ch. wooel elision ?, I '' * ,- 1 d. vowel words - 38) Dkwu nwere ndakorita ga enwe . .I I a. rnkpuru udaume niile zuru oke 8 ... b. mkpuru. .. udaurne .ndi. si n'rotu udaume. ch. mkpuru. . abiidi.. . niile zuruoke ' d. mkpuru okwu niile dl nlIgbo *, . . . NDAHOR1T.A . CLlMPREHCNSI[IN LEWCL~ __k_ , , , , w Hedu Ukwu udaume ya dakoritare 1 . 4 . . 39) a. ~~leji. . . , . . b: akuko. . . . ' 1 . . , . ' . . . ch. gbaybu I d. weyo - 40) a. Mahadum ch. akwukwo. d. obute..- Wepu okwu enweghi ndak~rita* . . I 41) a. ekele - b. ase ch. umunna. . ., , d. ayoro. . v DISIIBEYED VOWELS KNOWL-EDGE LEVEL . 1 ! I 43) akwu ndi nupuru isi nliwu ndakorita Udaume by . ' .. . . . I, a, ukwu ndi e bbt.ere cbite . .. . b. okwubekc niile I I ch. okwu ufndu. . . cbitere ebite d, okwu ndi. abugh$- . .. ezigbo okwu Igho " 4 44) Nnupu isi nliwu ndakorita. Udaume. putara. na - i ', a. mkpuruokwu nfile dubara nke oma . , . . . b. okwu ufodu jikoro onu ..' .... ch. okwu ufodu. . . ma e bitere ebite d. Mkpuruokwu jikotara ma udamfe na udaaro nlahihiokwu ...... s 45) Ha okwu nupuru isi nliwu ndakorita'udaume bumgbe u . . . . a. udaume niile di nlotu okwu sitere nludamfe . Y . b. udaume. niile di. nlotu okwu sitere nludaaro. ', ch. udaun~eniiledi nlotu okwu sitkre nludamfe na udaaro " i . . -, d. Udauaie ezuyhi oke nlokwu I . 46) Kedu nke bu. eziokwu - a. Ukwu ndi. nupuru isi si nlotu Udamfe. b. Okwu ndi nupuru isi si nlotu Udaap ch. Nwere ike 0 nweghi. otu o ki ni ya u d. Sitere nfotu abua. e nwexe 8 ,' ch. okwu Iybo ebukoro onu 1 , '' 1 / ' .... I d. okwu ykpy 48) Mgbe a na - rkwu maka nnupu isi nliwu ndakorita. . udaun~eotu okwu .'nlirne ndia esoghi na ya . . a a. Uwakwe. b. Maduka. ch. Udaume. d. ebubo DISOBCYED(COMPREHENSI0N LEVEL) 'I 49) Hoputa. .. okwu nupuru isi nliwu ndakorita. . - a. Aha mrnadu.... u'fodu b. Aha mrnadu,. niile ch. Aha obodo niile d. Okwu Igbo niile I5edu okwu nupuru isi nliwu ndakorita. . udaume . 50) a. ukwu 'II b. ukwu. . ch. afe *. d. akpa 51) a. wera cli. zu. ta d. zuba u 52) Kedu nke bu. ezlokwu Y a. Okwu Igbo niile na-enwe ndakorita. . ch. Dkwu ~gboniile bu. naani Udamfe. 1 d. 0. bughi . . okwu Igbo nlile na-adakorita. . -WORD FOIIMATION USING INFINITIVE MARKERS i/i. KNUULEDGE LEVEL ' 53) Isingwaa bu. nghota. q nwere na - 1 a. Udaume. b. Mgbochiuma ch. ngwaa d. ~nmeko.rgwa 54) 0 bykwa site n'leingwaa ka e si enweta ngllota ya I zuru oke . a. mkpuruabiidi. . . b. mkpuru okwu .,- , . . . . , ch. isingwaa -4 , , d. ngwaa u . . 55) A nn eniepy,ta isingwaa site ntiJikota otu Mgbochiume I $ . , na 0tu onu ka ha buru otu ...... b. Mgbochiume ch. myiriudau~ne. , . u 155 . ~ I . ' d. plaurne * .' ., / .Y ' 56) Ha abuo e jikoro ka a ga etinyere nganihu ma o hu I...... - ka ngwaa ahu. di. rnmo itinye nlahiriokwu a. ~buuzp b. nnpneetiti ch. nganihu d. nsonaazu . I 57) Mfinitivu bu. isingwaa e tinyere i. ma o. buznke. ya J na Udaume di. nlisin~waakwekpritara na ndakorita. . udaurne ', I b. i . ch.e , d. i. '58) A na - etinye 1 na i. ndia. ka ha buru. 1 . , . a. nnpneetiti . r b. nganihu ch. nsonaazy '4 d. 0 choo rnma : . .. r .. . , COMPREHENSION LEVEL j: Naani otu dabera nlokwu ndia 59) a. ika . . , , ch. ise 4.' * : . - . . , , ) d. ise , , , . . , . , 60) a. itu ' I . . d. izu. .. * I 62) a. . . b. ide. I I ch. id0 d. ida 1 'UORD FORMATION WITH rv SUFFIX , KNOULEDGE LEVEL imeputa tensi. nhinaaiu site na mgbakwunye nsonaazu - I . '' M ka any1 nwere nfaausu Igb0 63) 0 bu uzo .mgbakwunye . ..', . . .. . a. asaa . b. iee ch. at0. d. abuo.. . 64) 0 bu site namgbakwunye ka ndi Iybo si emeput,g ,, , . . . 0, . i 1 tensi ndinaazu. a. nganihu i b. obuuzo. ch. nsonaazu. I F d. nkea bu. iji gosiputa . ihe mere nloge gara aga I 65) A nn emeputal)(kea'aite-,A nlitinye r na isingwaa tinyekwbra ye , i'kpeazu. nf isingwaa ahu , * ch. udaume. -, d. ~ybochiume . ,661 bu, otu uzo e si emeputa okwu nlfgbo , , . . .. . a. ngbakwinye naonaaz: b b. mgbati ch. mgbasa I d. ~rrm~to. nzonaazu . 67) Mgbakwunye nsonaazy a metutara. niile 1. a. udaume. b. Nywaa ch. Mgbochiume '158 ;& , , €10) Mqbakwynye nsonaaiu. nke rne~utara. tensi ndi . naazu na 1 , 1 egosiputa. usoro di. mfe a na - aghasoro rnaka imeputa. ! . okwu site na, A i a. mbuuzo b. nnoneetiti - ch. nvonaazu I ! d. nsoyide RV SUFFIX COMPREHENSIUN Hoputa. . nke e detara nke orna. . . 69) a. gburu ) .' b. qturu ) FILLED . 1 ch. gburu. ' .) .., -., 11 d. yburiu 3 ''1 , 70) a. siri . . ) CUDKED - b. siri 3 ch. siri ) . ) I d. siiri.. . ) 71) a. sero ) h. suro ) ) SAID ch. siri 1 d. siri ) . . . ) 1 72) a. kuru 7 ) b. karp ) PLANTED I I) ch. kora . ) d. koro ) ! ch, gbara ) APPENDIX B! I:PT THAT SURVIVED FACE VALIDAT,ION :'{' 1 " I 3 Y# . . 6 Aha Ulaakwukwo. . . . , . ,, I Ubachi ! ,. . - .. -. - I ' Om: - otu awah 0kPi.a. I' L .- I Ajuju... 0 bula . nwe.re#ziza. ana nke naani. otu hu eziokwu. ' Hero nke bu eziokwu nis kaa Dkirikiri na mkpuru abidi ye.. , ., 1 ' ...... 1 . ,. - . Inia atu r ; A juju ,' ,. 'I . . 'Mkyru abidii ~gboolee ka e nwere? I. . .. a. Ise I ch. iri atp na isii 4 * 1) Gini ka a ns-akpo otu ljdauma riwere ntupo n'okpuru? '.,. ., ' 8 . . . . 2) Udaulne aiou ka a na-akpo h ... a. Udaaro, . 4l . Udarnfe. . cli. Udamkpi. . d. nyiriudaume * 3) Ihe a na-akpo. Udamfe. na bekce bu. I . emall vowel . ? . heavy vowel ch. double vowel > d. light vowel E * 4) Aha azo. .' c rlwere ike ikpo. .. udawfe bu. - I rl. otu la'. ' 44. b. otu lei fJIITC: The nuinber:; wlth .asl;ericku are the finally i -, selected itemn. ' * 5) HOputa okwu nke bu udal;ik; n; okwu' ndie" . . . . , , ch. echi LI.ude I *L) a. opi b. ure ch. a80 d. uwe 7) Hedu Okwu. hu.. Uda~nfe nlokwu ndia. ch. ogba d. uru ~~okwu,i bu ~~loakL~ukwo,udaume ndi di na ye si nlotu I *o) - . ... 44 ... h. uda~nfe. ch. udansuda.. . . d. myiriudaume. k 9) nedu nke Udaume.. digasi na ya sitere nlotu Udamfe. .4 a. udaaro. . b. okokporo . ' ch. otapiapie. . I d. otiokpo. *lo) a. onyinye b. Oblllid... ch. edolr~ode . L d. ule . . *?I)uduu~ae. ndl . pnwGhi . ntupo. . nlokpuru ka a na-akpo.- a. Udaala , . b. Udaneuda. . ch. udaaro I . d. udaelu. . . *12) Udaume. e i o u ka a na-akpo. a. Udaclu -. . , . b. Udaala. , . ch. Udamfe ' L. d. Udaaro , , . & 13) Uclaunw?. aro. iia bekee ka a na-akpu. a. light .vowel b. sound vowel I ch. heavy vowel d. big vowel 14) Rfpyta okwu siri nlotu UdabrO. . puta. site nlokwu ndia . a. mkpuruokwu. . ch. ndak 9.ritd d. wepu U. ise be isii. .. ch. nno. d. mu. M m1G) Wcpu okwu enweghi,. udaaro . J. ekelc d. udaaro . . 4 *la) ~cduDkwu nGere udaaro. . nlokwu ndia. a. sum b. udu I oh. okoluto.... d. okala 39) mkpoputa. a okwu udaalo. olu ~madu. na-adi a. adi~lla b. nwaayo. * ch. elu il d. ama jijiji 1 *20) IJdaar?. na-abia . nlusoro di. otua U ch. u 021) Udaume. e nwere nligbo di . ole? a. ise b. inii I ch. asato. d. asaa *22) Ekere Udaume. Uzo. . a. ato b. ise cl?. ubuo.. cl. asato. -23) Iwu nddkorita Udaume bu na . . e . - a. Udaume. ga-adi nfokwu Igbo niila b. udaume. niile di. nlotu mkpuru. . mofim okwu ga-esiturlrl nlotu uzo. . ch. Udaume. ga ebidoriri okwu Igbo J d. udeume ga-akwusiriri okwu Igbo . ...I *24) Ndakerita Udau~t~enwere -jikotara - * b. . . u. okwu b. uda. ch. Iwu d. oru. . 025) ludukorita. . Udau.se. na bekee bu. a. vowel asairnilation b. vowel harmony ch. vowel elisfon d. vowel words , Okwu nwere ndakorita. . ya - enwe n~kpuru... udourne niile zuru Oke n~kpuru. . udaume. ndi si nlotu udaume. mkpuru. . abiidi.. . niile zuruoke mkpuru. . okwu niile dl. nligbo Kedu Okwu Udaumeya dakoritera. . ? koleji akuko. . 4 gbaghu b. ch. d. obute. . Wcpu okwu rnweghi. ndakorita. . b. ase 31) Na okwu nupuru is1 nliwu ndakorita. . udauwe . by rngbe a. udi~urnc. niile di nlotu okwu sitere nludanlfe. L. b; Udaurne niile di nl otu okwu sitere nrudaalo ' .-. . , , . . ch. uddu~ne niile di. nlotu okwu sitere nsudarnfe . na udaalo'. . d. Udaurne. ezughi oke nlokwu - 8 3 *32) hedu nke bu. ezhkwu 7' , a. okwu ndi. nupyru is.i,si rilotu udarnfe. b. okwu ndi. nupuru l6i ai nloCu .uduup. . ch. Nwere ike 0 nweghi. otu 0 si no ya d. Sitere nlotu abua. e nwere *33) okwu nke nupuru isi nliwu ndakgrita Udaume . bu. b. akuko. . # ch. aka d. uche S *34) a. agbadi b. egbe d. ala *35) a. obara. b. obindbo. ch. obukpa . " d. adada. Lt. Ukpoko ' ch. Chukwukedlblu. d. Naani nkee noputd. . okwu nupuru is1 nciwu ndakorita. . a. hhn nimadu.... ufodu b Aha nlmadu. niile ch. Uha obodo niile *38) ncdu ~kwunupuru isi,n'iwu Ndakorita. . Udaume . a. ukwu b. ukwu. . I. afe d. akpa +39) a. wero ch. zuta 40) bedu nke bu. ezlokwu - a. Ukwu Igbo niile na-enwe ndakorita. . h. okwu ~gboniile na-enupu hi ch. okwu Iybo niile bu. naani udamfe. d. 0 bughi okwu Iybo niile na-adakorita. . ,*'+I) Isingwaa hu. nghota. e nwere na if. Udaume. ll. ngwaa rnmako. ngwaa 0* bukwa* site ncisingwaa La e si enweta nghota. yrpl muoke Y rnkpurudbiidi. . b.' mkpuru. . okwu Ch. isi~igwaa ngwaa A nn erneputa. isingwaa site nlijikota. otu Mgbochiume W onu. . ka ha buru . . otu if. mkpuruokwu. . udaume. 4 Ha abuo.. e .jikoro.... onu ka a ga etinyere nggnihu ma 04. bu . +-, ka ngwaa ahu. di. mma itinye nlahfriokwu 3luuzf nnpneetiti Mfinitivu bu. isingwaa e tinyere i . ma o. bu nke ya na udaume. di nlisingwaa kwekoritara. na ndakarita. . Udaume. ch. d. A nn - etinye i na i'ndia. . ka ha buru. . . nnoneetiti nganihu . ch. nsanaazu. o. choo .. mma Neuni otu dabara nrokwu ndja ika .iks iae. ise a. itu. . b. itu. ch. igbu. d. igbu 1 149) a. iqba 4 I ch. lgba I . , ,, d. izu , , -. #50) a. ido I ' . , '. . . 51) Imeputa tensi ndinaazu site na mgbakwynye nsnnaazu ,I . . . a bu uzo mgbakwunye ka anyi nwere nfasusu 1gbo , ',' , . ... : . . a. 8988 i .. . , b: C h,. ato .- d. abuo.. *52) 0 bu site na mgbakwunye ka ndi Igbo si emeputa . . $ . . tensi ndinaazu. a. nganihu . , . b. obuuzo. cn. nsonaa~y d. nkea bu iji gosiputa ihe, mere nfoge gara aga. 5 3) A na cmeputa. nkea site nritinye r na isingwaa tinyekwara ye ikpeazu. nfa isingwaa ahu I I 154) bu. otu uzo. . e si emeputa . okwu nlIgbo a. ngbakwynye nsonaazy b. Mgbati , d ch. ~ngbasa d. mmeko. nsonaazu nbile I 55) Mgbakwunye nsonaazu a metutara. --- a. udaume I . h. Ilyuaa - ch. ~ai]'bochiume d. mgbaati *56) Mgbakwunye nsonaazu nke meputara. tensi ndi naazu na egosiputa. usor% di mfe a na - agbaaoro maks 111!quta ch. nsonuazp d. noogide i 1 *57) Hoputa. . nke e detara nke owa. b. gburu ) KILLED . ) ch. gburu 1 ) d. Q~U~UU ) b. siri COOHED ch. siri j . j d. siiri.. . )' 59) a. kuru. ) PLANTED b. karo ) , ch. kora ) . ) koro 1 d. .. 1 60) a. gbara 1 ) b. gbaro ) RAN ) ch. gbera i Y d. gbarraa ) I I& INITIAL VERSION OF IGElO I.ANGUAGE INTERt$J INUENTRY(ILI1) 1) I participate actively in the Igbo Classes L, 2) I love to learn Igbo as , . a subject 3) I enjoy chmposing 19bo songs 4) I hope to offer 1gbo in 55s class 5) I 1ike.to be an ,Igbo Teacher 6) The Igbo Lesaone are boring 8) I feel happy whenever I'm asked to discuss the culture oP my people 9) I like going to s~hool wheneverthere is Igbo lesson 10) I do not like to 1nis.s Igbo lessons 11) Igbo is a subject one should be proud of 12) I am proud to be identified as a student of Igbo Language 13) The cjrarnmar aspect of ~gbo makes it very interesting to learn I I I do not like going to class when Iybo lesson is going on Grammar is the foundation for all Igbo studies I feel happy teaching my young ones Igbo I Peel happy copying notes related to Igbo -. Igbo ~anguagestudies should be encouraged at ell levels . . .. . , . . . . of education Every ~gbo(by birth) muat speak and write Igbo I will encourage. my friends to take intrrevt in Igbo language Money spent on books and magazines in Igbo is useful ~gbolanguage brings about progress 5 Teaching my younger ones Igbo is enjoyable 1 I like telling my friends and parents what 1 learnt in Igbo I do not feel free to ask questions during an lgbo class,. ~gbogrammar is an interesting aspect of Igbo I I I am always happy tq discuss in Igbo Speaking Igbo in the class niakes me unhappy 1 do not like anewering my Igbo name in public When the. teacher is teaching Igbo, I like to go away from the class There is too much of jake cracking in Igbo that is not healthy I do not like attempting questlone asked in +Igbo I enjoy Igbo lessons most when it is done in ,English Igbo language does not contribute much to learning 1gbo language creates more probleme than it solves Students pass Igbo . language more than othu* subjl~cts Students like to read ~gbonovels more than tnglish novels 38) Students respect Igbo Language teachers more than other teachers 39) Students speak Igbo ~an~uage'freely in schools 40) Lack of motivation can make some Igbo students to drop the aubject 41) I feel scared whenever I redd anything written in I gbo I I I APPENDIX c -Ui) t -- 178 lLII THAT SURVIVED fACE VALIDATION 1) I lowe to. learn Igbo as a subject 2) I enjoy composing Igbo songs I 3) The ~gbolessone are boring 4) I like going to school whenever there is Igbo lesson . . 5) I do n~t'liketo 'miss 1gb0 '. lessone 6). Igbo is a subject one should be proud of. ' 7) I am proud to be identified as a student of' Igbo langua'ge \, ' , 8). I do not like going to class when Igbo leseon is going on '. I 9) ~gbolanguage studies should be encouraged at all levels of educe tion 10) I will encourage my friends to take interest in Igho language 11) ~oneyspent-.on books and' ! magazines in Igbo Lanyuuge is useful -- J 1-2) Igbo language brings about progress .-*....-.a .-*....-.a .J -. 179 1 i 13) I like telling me friends and parents . what I learnt in .. 14 I am always happy to discuss .~gboin 19bo class ' Speaking I~boin the 5 ciass makee me unhappy When the teacher is l6 teaching Igb0, I like to go away Prom $he \ ' class 17 There is to0 much o'f Joke cracking in IQbO < that is not healthy ! I do .not like '. , l8 attempting questions . . asked in Igbo 19 I enjoy ~gbolessons most when it is done in ~nglish.. ;?o IQ~Olanguage does not contribute much to d learning ? . , / . , 21 Igbo language creates , lriore probleills than it solves 22 I llke to read Igbo novels more than English novels 2 3 I respect ~gbolanguage teachers more than '.,4 , other teachers 2 4 I feel scared whenever ;., I read anything written in Igbo APPENDIX 0 EXPERTS 'VETTING OF IGAT , Sub-Department of Arts ducati ion, University of Nigeria, N sukka. Dear Prof /Br/Mr.&rs VETTING ANB FACE VALIBATION OF AN ACHIEVEMENT TEST IN IGBO GRAMMAR 4 I am a post-graduate student of the above named 7 University developing an .achievement test in Igbo Grammar (IGAT). Please be aware that you can vet and validate the items of this draft. May you please go through the draft and respond to the instrument attached. INSTRUCTION Read each item and fill out the columns corresponding to the item number below: write nSn if an item is satisfactory and YJ" if s unsatisfactory with respect to what i.e specified in each column. Item I3 each item within ~evelof the ieech/scope of the studentu in teQm8 of 1 I Language Expression Concept Objective involved envisaged % L Item Is each item within Level of th~reach/scope of the students in, teems of ------~anguageExpression concept ~bj~~ti~e involved envisaged 22) Corrected to read udaume. di mkpuru ole nfonu. . ngugu?. . I I 1 29) % L . * 30) U ‘. U. "-- 3.1 ) S !; . - . . . . - .- , , 32) Recasted 5 I 33) S !i S + . . 34) S S S I tern Is each item within I evels of I the reach/sco~eof I the ~tudenteln teams of concept Objective envisaged , Language Expression 42) I 5 S S *43) U U U , i' . 44) S S s I; 45) 5 S r ; , , , . 46) s s s . . * 47) Recasted 7- s S U. -,. S &-- , 50) 5 !; ', b '* < 51) s s 8 52.) S 5 5 . 53) S < S Ii 54) S S 8 ' 55) S S I i 1tem Ie each item within the resch/scope of the students in teas of level of Language Expression Concept Objective involved envisaged . 56) S S S 57) Corrected 58) S S S < 59) S S S 60) s s S *61) U U U I 62) S S S 6 3) S S S 6 4) S S S 65) s s s 66) S S S 67) s s s s 68) S S S 69) S S S 70) S S S 71) S S S 72) S S S 73) s S s * ASTEHIKED ARE THE DRUPPED ITEMS NUMBERING -13 EXPERTS' COMMENTS ON IGBO LANGUAGE 1- 1- INVENTORY (ILII) I tems dropped .... Reasons for 'dropping them/ Correction Effected 4) I hope to offer I can decide to offer Igbo not ~gboin SSS Class because I am interested in it but because 1 need to do it to make sup the academic requirements or ' I feel I can pass it. 5) I like to be an This item may not actually 1gbo Teacher indicate interest .7) Like studying 1s ~gboLanguage the same as about my culture culture? ~ ~~ O) I feel happy whenever Is Igbo Language the same as 1, I'm asked to discuse culture? the culture of my people .' % 15) Grammar is the fou,nda- This does not indicate interest tion for all Igbo in ~gbo studies '' 16) I 'feel happy teaching . Th'e respondent might getoff as my young one Igbo soon as teaching is involved no matter the subject , ,. k4 Xgbs grammar is an This does not measure interest-. interesting aspect of Tgba, -."a -."a - .1. I terns dropped Reasons for Dropping them/ Correction Effected / ,. . , 17) I feel happy This is not Okay . , copying notes related to Igbo 19) Every Igbo by birth The item does not indicate . must speak and interest write ~gbo 23) Teaching my young The respondent is not a teacher, once ~gbois teaching is always a detested enjoyable area by students 25) I do not ,feel free Other factors like being an to ask questions introvert may influence this 29) I do not like Too personal answering my Igbo name in public ? 36) Students pass Igbo, ,This is a leading question to' language more than what goes on in schools. It does uther subjects not show interest 39) Students speak Igbo language freely in uchools I 40) Lack of motivation his is not showing interest or can make some Igbo lack of interest. A students to drop the subject APPENDIX f ITEM ANAL$SIS FOR GAT I ,I j The formula for calculating easiness/difficulty indices and discrimination indices were U + L/~Nand u - L/N respectively. Where: U I Number of students in the upper 25% of the group who passed the item. L = Number in the lower 25% of the group who scored the item right. N = Total Nu5mber of students in either the upper or lower 25% of the group. uriginal raken Topic' Iiscrl Remarks Item NO [tern No Cog.leve1 Index 0.4 Good taken HVH 0.4 ~ood' HVK 0.6 ~ood!I HVK 0.0 Bad not tak'en It 0.0 Bad II 0.2 Good '1 I1 0.6 Good 18 HVC 0.0 Bad Not I1 0.4 ~oodtaken II 0,6 ~ood dropped I1 0.8 ~oodtaken H AH 0.2 Good taken HAK 0.6 ~oodtaken HAH 0.6 Good taken H AH 0.7 ~oodtaken I1 0.7 ~oodtaken tI 0.2 ~oodtaken HAC 0.2 Good taken 11 0.6 good taken 11 0.2 ~oodtaken I1 0.4 Good taken OH 0.2 Good dropped OK 1.0 ~oodtaken II 1.0 ~oodtaken It 0,h Good taken Il 0.6 ~oodtaken - - Original Taken Topic upper ewer iff. Discr Item NO tern No :og. level Right ight ndex Index (U> L- 1 - - DC 5 2.0.7 0.6 iood dropped 11 2 1 0.3 Oe2 ;ood dropped It 5 0 0 5 7.0 Good taken I1 5 0 0.5 1-0 iood taken II 3 2 005 002 ;ood dropped INFK 3 2: 0.5 0 2 iood teken II 4 2 0.6 0.6 ;ood taken It 3 0 0.3 0 -6 iood takzn. II 3 1 0.4 0.4 ;ood taken II 0 2 0.2 -0.4 Bad not b taken INFK 3 1 0 4 0.4 ;ood dropped INFC 2 1 0 3 0.2 ;ood taken II 2 2 0.4 0 Bad not taken II 4 0 0.4 0.6 Good taken II 1 1 0 .2 0.0 Bad not taken RVSK 0 1 0.1 -0.2 Bad not II 3 2 0.5 0 .2 Good taken II 3 0 0.5 0.2 Good taken II 3 2 0.5 0.2. Good taken I1 -0.2 Bad Not 0 1 0.1 +9 ~aken p II 3 1 0.4 0.4 Good taken RVSC 5 2 0.7 0.6 Good taken II 4 0 0.4 0.8 Good taken II 4 2 0.6 0.4 Good dropped II 5 3 0-8 0 .4 ~ooddropped - - - LVK ~ightvowel knowledge LVC ~ightvowel domprehensive HVH Heavy Vowel knowledge HVC , ~eavyVowel Comprehensioa HAH Harmonized knowledge HAC Harmonized comprehensive DK Disobeyed knowledge b DC Disobeyed - Cornprehenaion I NF H Infinitive knowledge INFC Infinitive comprehensive RVSH RV Suffix knowledge RVSC RV Suffix Comprehensive * APPENDIX h; (ii) 193 CALCULATION OF RELIABILITY OF THE I~AT USING KuDDER RICHARDSON FORMULA 20 I No No Proportion IProportion S/NO Passinq Failinq of Pass of Fail Pq 1. 17 3 0.85 0.15 0.1275 2. 17 3 0.85 0.15 0.1275 . 3. 18 2 0.90 0.10 0.09 4. 15 5 0.75 0.25 0.1875 5. 12 8 .O. 60 0.40 0.24 6. 13 7 0.65 0.35 0.2275 7. 13 7 0.65 0.35 0.2275 8. 14 6 0.70 0.30 0.21 9. 14 6 0.70 0.30 0.21 10. 11 9 0.55 0.45 0.2475 12 8 0.60 0.40 0.24 b 2. 13 7 0.65 0.35 0.2275 13. 12 8 0.6 0.4 0.24 14. 14 8 0.60 0.40 0.24 15 10 10 0.50 0.50 0.25 16. 10 6 0.70 0.30 0.21 17. 15 6 D. 70 0.30 0.21 a 18. 14 5 0.75 0.25 0.1875 10. 10 10 0.50 0.50 0.25 20 14 6 0.70 0.30 0.2121 f 21. 10 10 0.50 0.50 0.25 22. 11 9 0.55 0.45 0.2475 23. 14 6 0.70 0.30 0.21 34. 11 9 0.55 0.45 0.2475 1 25. 10 10 0.50 0.50 0.25 26. 10 10 0.50 0.50 0.25 27. 13 7 0.65 0.35 0.2275 28. 11 9 0.55 0.45 0.2475 29, 13 7 0.65 0.35 0.2275 - 30. 14 6 0.70 0.30 0.21 31. 8 12 0.40 0.60 0.24 32. 9 11 0.45 0.55 0.2475 = n = No of items =.40 0 I p = Proportion that scored the items right b q = Proportion that scored the items wrong SX~= Variance of test scores = 43.5 5 i.e. The scokes from 20 respondents, 22, 16, 25, I Substitution 40 (1 - 8.9025 39 43.5 1 APPENDIX- - - TEST-RE-TEST RELIABILITY SHOWING THE STAB3LITY OF THE IGAM %- APPEKDIX .I - ChLCLrLATION CF RELIABILITY OF ILII USING CROI(BACH ALP* ITEM! 1 4 4 2 4 2 4 4 3 3 4 4 2 3 4 3 4 2 4 1 1 1-07 1-14 APY MDIX 3 b) cLeputa mgbochiune ndi ghra &pi nrusoro his na-.asote. * mxa nke na esota ya. Nkc dbuni 0 ga-edeputa abiidi na ~uyluojii rn3 nyekwa ha nun& -w 0 ww w w Udo na otu rw na iri ato ria iaii (1 - 36 tcr A - Z) 0 ya-akudri w w ha narnbil nke nwe ahiidi o na anochita ka ha bUu ya na dm rhluw 0. w w s dikwa ibghete, Ha nwekwaria oghare nke ha nakm nanh nkr ha, D 0 I~liokwu NchOpUta, Nkewa na NhaA UQw M~IILL~C~kuzi Igbo wdca Izuuka nke ato - r' IY~O~WU: Ndakorita udaune (Okwu ndl. nwere ndakorita ) 0. 0 . Ha ga-amatakra mkpurkokwu ole na ole ndi anaghj. anahtr . 0 0 0 ndakorita udame. 0. Igb, ~zuodee, ~gboojii wgz Nka ~kuix Nktwa, ~deputa, ajuju na aziza 4 . . . 1 OTU A OTU E Udaume mfe Udau111t3hro . . - . Nke abuo.. Onye Nkuzi'ga-akowara ha na Nddkorita Udaume bu usoro . . * . . Ud+ume asato e nwere n4asusu'~gbosi agako Onu n'otu . . . . a.0 Udaume. rnfe na otu Udaume-*- aro. Iwu a kwuru na Udaume. abuo.. di. n'otu mkpuruokwu, . 0. kacha okwu ndi. nwere nkej4okwu abuo.. (ma o. bu. okwu nwere oku mofim), ga-esi,te ntotu *A8 ' OTU 'A' OTU 'E' Asa -, Azu be-(ebe ihe di). ok-(eji esi nri) gmrne mme/oriri) . I Udo. . (e ji ek'e'ihe) Udo (enweghi nsogbu) Iba. (Oria). . n Ibe (ihe ezughi oke) Ogene (Ngwa egwu) Ututu..- Udele (Nnunu.... ohia) (Ngwa nri) Ikuku-(Nke e ji eku ume) Okdra - (Ihe ekere abuo).. Ogede (~ri), Di ka iwu na-achikoba ndakorita Udaume Siri kwuo, . ' * 0 . . I Udaume. ndi. sitere n'otu Ozo. . agaghi. abata na mkpuru-okwu. . ebe mkpuru asusu sitere n'otu ozo no. 0. 0 0 0. . E leghi. anya etu iwu a siri dl,. Udaume. niile di. na mkpuru. . okwu ga-esiteriri n'otu uzo. . . I I -Nke ato: (Ndi. nupuru isi n'iwu a) 0 bu ezie na e mere iwu a di ire ntide na isu asusu 0. . . . Iybo, 0 bughi mkpuruokwu niile e nwere n'Igbo nabatara iwu a. 0. . . 4 1 Okwu ndi. nupuru isi nfiwu a bu.. Onye nkuzi ga-aguputara. ha ya. 1) Okwu okpu:. . Ndi. a bu. mkpuruokwu. . ndi. asusu. . Igbo nabatara I na-enweghi usoro mmebe okwu Zgbo. Any1. agaghi as1. na ha nupuru. . isi na nkiti. . kama asusu. . Igbo nabatara ha etu 0 siri hu ha. Imaatu akpo - Ime onu, 0 . Alo - Itinye echiche n'okwu Alo - Ngwa egwu wgz 2) Okwu mbite: Ndi a bu okwu e sitere na mba ozo webata -9- . . n'asusu Igbo. Nfi1kepyte ha etu asusu ebe e siri bi,te . . 0. ha si akpo ya, anagt-ii. agbasoro usoro. ndakorita uda'ume. Agboro - Onye na-enweghi. ezigbo aka oru. . ashawo - Nwaanyi ji ahu ya akpa ejo - 0 - akamu - Nri onunu wgz 00. 3) Mkpyrvokwu Igbo e jik~ro(m~fim) nghgta ya ?nu anaghi .h - ekwek9r;ta na ndakgrjta ydaume mgbe niile. Ha na- ekwekorita ntobere nBP h ta mana a ch:k?p ha ?nyP nkwek~ritaha na agbasa. Imaatu, . - ( aku - * 1he mmadu nwere ) ( !lg - ebe onye bi 1, Akulyquno - Nke a b aha otutu ndi Igbo r nke na egosi onye kpatara akt bulaara ya !myna ya. + Nke anp (Nchikota) \ Onye nkuzi ga-eme ka ~m~akw~kwomata na e wepu @A' otu gdamfe niile na-ebu ntypo A bia n'otu 'E', e wepu *i@na- *? * abu, nttipq ncelu, ndi gzo anaghi enwe ntppo. b * m m Ndak?rita Udaume kacha di 'ire nlokwu nwere uda abuo. I, a Q 01 Q ga-emekwa ka ha mata okwu ndi ah! na-ekweghi na ndak?rita Udaumc. Y NKE ise (Ajyjy) Onye nkuzi ga-aju um~akwukw~ajuju nda a iji mata ma ha * L amytara ihe p kuziere ha. a Bepyta ydaume niile ndi ~~bonwerc (b) Uzo ole ka e kwara ha? 0 0 * (d) Kewaa vdaume niile ahy e kewara ha. iji gosi nke n? n*otu ? byla (f) Depyta mkpyryokwu Jse nupuru isi na ndak?rita- udaume (g) Kcdu akara i maara e ji amata ihe di iche na nkewa ydaume? EMEMEDE NKUZI IGBO MAKA IZUUKA NKE-ANQ Oge: - Nkcji iri ato na ise Isiokwu: - Mmebe okwu (~k~~ruokwu)ngwaa % Mbuunuche kpan kwem: iji nganihu i/i meputa mfinitivu 0 C site na ntpla ngwaa/itinye nsonaazy na nt~alangwaa Ihe Mmuta - Na ngwvcha ?!mu ihe, umuakwykw? Z a ga-amata ihe by nganihu (b) ga-amata etu e si emepyta ntgala ngwaa (ch) ga-amata itinmnganihu na ntoala ngwaa ka ? buru a mfinitivu (d) ga-amata itinyc nsonaazy 'na ntyala ngwaa Nqwa Nkuzi: Akwykwo edcmede nkuzi Igbo, Akwykwo Y 0 ederede Igbo, Ihe esere ese, nzy odee, mgbo ojii wgz Nka Nkuzi: Nkpapyta, ~dep$ta,~jyju, Nkuzi, mmeghariahy nakwa azlza. Ihe Umuaka Mabu: Umuakwukwo arndrdla mkpuruedemede lgbo, . w- ...... Ha arnarala, udaume,. mgbochiume na mmyiriudaume.. Ha arnsrald nJdkoriLa. . udqume.. Rjyjy mmalite - (1) Guputa. . mgbochiume niile i. aaara (2) Guputa. . Udaume.. niile i maasa ( 3) Kewaa , Udaume nlotu (A) na otu (E) . * . a Usoro Nkusi . Nke Mbu: Ntoala. Ngwaa/isingwaa: Onye nkuzi ga-eme ka urnuakwuk\ko. . . . hata na isingwaa bu. ya bu. nghota-. e nwere na ngwaa. 0. bu. ya bu. isi na - ebu ngwaa. 0 buzl site n'isingwaa ma 0 bu ntoala ngwaa ka e si . . . . 0 enweta ngwaa nghota ya zuru oke. . . A na-emeputa. isingwaa site n'ijikbta Otu mgbochiumf&na otu udaume onu ka ha buru otu. 0 . . . . . Ha abuo e jikoro onu ka a ga S- etinyere nganihu ma o bu .. . 0. 0 . nsonaazu ka ngwaa ahu. di. mma Ftinyc nlahiriokwu MGBOCHIUME UDAUME NJ~KOTAHA IHE HA BUTARA. b e be Ibe ihe tor0 ogologo chu. Ichuiheoso. .. . . , ka ika akara . gb u gbu , igbu ihe t i ti iti mmadu ihe . -Nke abuo Mfinitivu bu isingwaa e tinyere @loma 0 bu @lonke ya.na . . . . I udaume. di . n'isingwaa kwekoritard . . na ndakorita . . udaume.. Nke a bu otu uzo e SF ejiri ngwaaemeputa okwu. A naghi eji . . . b . I ntoala. ngwaa ernepbta okwu. A na-etinye @itna lie. ndia ka ha buru. . nganihu. Imaatu - i. + gba = igba, . NGANIHU TSINGWAA 9 MPINITXVV NKOWA C i 9ba , -jigba igba egbe/oso . . I. 9 . ZU i zu izu obi 4. isa ahu/ito a 0 ire ire ngwa ahla. i tu itu iche I.. . . to i to ito mmadu otito wgx Onye nkuzi ga - erne ka umuakwukwo. . . . rneputa. mfinitivu di . iche iche site neigbasoro. usoro a%u onye nkuri kowaputara neelu. 4 Nke ato t -7 Onye nkuzi ga - akuaXrB ha na ebe o bu na isingwaa anaghi a . * C adabacha neahiriokwu ma o buru na e tinyeghi ya nganihu ma 0 . . . C. . . bu nsonaaru,. na a na - eji 'af ma 0 . bu. @ef-emereisingwaa nsonaazu tupu 0 weputa. nghota. neahiriokwu.. . -. Neotu aka ahu, a na-etinye 'aY ma bu @egdi ka . a nkwekorita ha siri di na ndakorita udaume. Otutu mgbe a 9 9 . .I -0. na-ejikwagOg. ma 0 . bu. 0 nochite . anya 'ag na @eg I SINCWAA N SONAAZU IHE 0. PUTARA. NKOWA 4 g ba a gbaa gbaa oso 0. saa efere rie ihe , b tuo ichtl Y. to 0 itoro ogo Onye nkuzi ga-asi Umuakwukw ,ka ha mepu.ta ot.u'tu okwl sit@- . a *** neiqbasoro usoro ahu. a kowaputara neelu. Y Nke ano (Nchikota) - 9. Mrneputa. okwu Igbo na-ahukdri. site na nywaa. ya ni site, ngitinye nqdnihu na nsonaazu n'isingwaa. L ke tinye karld otu a a . mand nke o bula e tinyere nwere nghota o na-etinye n'i 0. rnkpuruokwu-ahy. Ntoala ngwaa di otutu n8asusu igbo ilgihi 0. .OW. a. na 0 byqhi naani na a qa-etinye rnybochiurne na Udaume, ufodu , a 0.0 nwere, ike puta otutu nghota. Nkeii kacha puta ihe na rqwaa . 0.. . ndi na-enwe mmejuputa . 0. i + gb + a = igba igbd os0 * . 0 igba. mgba igba akwukwo. . N'uzo di etua, e nwere &ke mubaa okwu Igbo (yb meputa Okwu 0- " . . . '3 a) Gini. . bu. isingwaa . b) Meputa isingwaa iri i. maara ch) Kedu uzo. . e si emeputa . isingwaa? d) Mk,pyryedemede ole ka a na-eji emeputa mfinitivu e) Meputa. mkpuru . . okwu ise di mrna site n'i tinye nsonaazu. n 'isingwaa f) Depyta Mfinitivu ise ndi chor'o ~rrr~rajuputaokwu . I . . Deputa. mkpuruedemede. . EDEMEDE NKUZI IGBO MAKA IZUUKA NKE-ISE Isiokwu: Mybakwunye ~sonaazu(Tensi N.dinaazu) . 0 . Ihe e bu nluche kpomkwem b (a) Nkowa. Mgbakwynye site na mmebe okwu (b) Nsonaazu (ch) Nsonaaru maka tensi ndinaazu 0 . Ihe Mmuta: NIOgwugwu ihe omumu, umu akwukwo ga-amata - . . . 0...... i) Ihc bu mgbakwunye 0 ii) ihe bu. mgbakwunye nsonaazu iii) Imeputa. tensi ndinaazu . site na mgbakwunye nsonaazu.. iv) Nsonaazu di iche iche mebere tensi ndianaazu . 0 A 1 u j u Rkwadsbs- - a) Meputa. mkpuru. . okwu ise i madra n'igbo b) Meputa mkpuruokwu ise ozo sltere nti ndi 1 mdara nd mbu . . . . 0 * 0 ch) Guputa Udaume niile i maarir rrllrjl>o . a . * d) meputa ntoala ngwaa ise 1 Iurial'cil 0 . 0 Ihe Umuakwukwo Mabu b b 1 Umuakwukwo arnarala mkpuruedemede Igbo n'udi: . . 0 . . . 0 4 I) Mgbochiume (2) Udaume na lnxSoA \nt,ia?me 0 b) Umuakwukwo amarald nkowa na irrleputa nkodla Nl)~dr&' 0. . . . 0 . e Nqwa Nkuzi 1) Igbo maka Junior Sekondiri I1 " . . .I 2) Omumu Asusu Iqbo nke abuo 0.. . . . 3) Utoasusu Iybo makk sinLo sakur~\i\rI 0. .. .. I* ** 4) Edemede nkuzi Igbo maka Izuuka 9 5) Mgbo ojii na nzu. odee Nka Nkuri: Nkowa,. ndeputa. na ajuju. . Usoro Nkuzi Nke Mbu Nktwa: Mgbakwunye so ntotu usoro e sl erneputa okwu I(jbpm m b E nwekwara Umu irighiri mkpuruasusu na-eme ka mkpuruokwu . . 0. *. . . Igbo nwee zuruoke. 0. bu... umu ndi a ka a na etinyere ntoala ngwaa ntihu,nvetiti ma o bu 0 . . . ntazu ka Mkpuruokwu ahu nwee nghota a choro . . 4 . . . N'asusu. . Igbo, Okwu ndi. ahu . a na etinyere okwu n'ihu kd a na- akpo nqanlihu, nke a na-etinyera ya n'etiti, ka a na-akpoa. nsonetiti ebe ndi nke ozo a na-etinyere ya n'azu ka a na-akpo . . . 0 a nsonaazq. 0. bu... uzo mgbakwunye ato. ndi a ka anyi nwere nlasusu.. Igbo. --Nke abuo Nsonaazy:, Di ka e sir1 kqwaa n'elu, Nsonaazu bu okwu ndi . 0. . . I ahu. a na.- etlnyere ntoala. ng"aa ntazy maka lmejuputa. okwu. A nd-edeko ya na ntoala* ngwaa onu ka ha buru otu mkpuru okwu...... 0 . Neonaazu na - enyere aka na rnlnrbr okwu nlauueu 0 J Igbu nlihi na mkpuruokwu (1 bulu batura ne ya ga-ahupu . . . 0 . nghote. ya banye na nghota. okwu [I nqnyere. E nwere Uzo. . nsonaaru di. iche iche e nwere ike Jiri meputa. Ukwu nlasusu. . Igbo. u. t~u. site na mgbakwunye nsonaaru ka ndi. 1gbo si emeputa . uga. A na-emeputa. nke a site nlitinye Ira na ntoala. ngwaa tinyekwara ya Udaume ikpeazu na ntoala ngwaa . b Wghkqrls nsonaaru. a metutara ntoala. n~waaniile koro. . (cultivated) gburu (killed) gara (went) riri (ate) kwu r U Kwuru (Said) I I(\ d r a mara (slapped) Nke anp okwu nl Igbo. E nwere? tzo nlgl~nkw~~rrytanuontlezu ndi or.0 . 4 . .a. di ka imejuputa nghota mti II 1111 ~n{~l~ukw~nyeneunuuzll . . , . .. tensi ndinaazu na-egosiputa_/ usoro di mfe a nu- agbasoro . .I . ~naka ilneputa. okwu site na nuonaazu. . A jy jq Nnwale 4. tluro lac, cll,clc, (01, 10' , IUt ma CI bu 1111 . . . me. jiri n~ejuomkpuruokwu ndi u ke 118 buru ttjntii r~dinii~rzu . , . + zir - bor - 6-re s-ri- gbar - bur- t-re kw-re ch-ro Kedu nke e detara nke oma 0 I) (a) sero (b) duro (ch) siri (d) eiri. 217 APPENDIX K LESSIJIU IV[ITES f-Ull THC EXI'EIiIMIINTAl- CfiClUP OA5CD UIV GI\Mf S METtiLID 'ul~dziMkpuru abiidi Igbo . . * * ruuka Nke Mbu ___. . r fl!jc: Nkejl iri ato. na iee Iaiokwu: Nhazi Mkpuruabiidi ~gbo . . ** ML~LI~uuc~~:Mgbe ieompi qa-abia hl ifit ~gwucha, a turd anya . . . . 4 na Umuaka ga-enwe sku i~n~.lh~ndl a . . * nlidenye ha nl oghere ebe Ira kwtiulri ldi 0 ) Chgpqta ydaume na mgbechiurne site nliso mpi 0 boodu, mpekere akwykwy e dare ~nkpuruaLlldi, Myho ...... * . ojii na nzu odee, lkoko ma 11 bu igt~t~ntu1.u (Pins) . a . . Nkn Nkuzi Ajuju na Bziza, ~nkf.roputla, nakwe nchoputer, nkuzi, vUh . . . . . t. Ihc Llrnuaka Mabu: Unluaka arnabuqo ~rlkpuruul~lldi 1~bo, kit e ei - I . 0 . 0- . agu ha nnkwa olee ha di . 0 e h'kekiga Hrtbeta isiokbsl Ocl;r;e Oaey, nhzi Olratc uruska Nka &zi Ogc tge sti booth at: oa lte enga 6. . dotert otu bola otu caka is0 E?:O abif di cakua b E dekvara aocba ha t jiri mera w. nkc 2 btla Hkebiga . Wmebeta isiokm Omuse Onye mhsi Omume ?muaka Nka Nlntzi Qge Hgva Nhci Qsye akusi gh-akp? Umu'aka ga- mmeghari Hptkere .w mamba masiri ja-ka agba mbo hl .h~; ak~kwf umuaka ato puta na ha gbara edere site n'otu ha, 069 chop!ta abiidi Y . at~t~.. (pias) o ga emye ha mkpuru abiidi - b C* naani otu Nkeji n'igbe ha ma La nwa 2 b;la mapado kwa were oso chppta ha ebe npmba n'igbe ~kendi ha di . u O~Pya atijdi Umuaka ga- at o dika onye. aputa dtka akati ch?r? ma onye mhzf werekwa ya ga Si ch99. Oaye n'oghere ebe obula ake abiidi. ndi ah? eawetaghi ya nwere nomba ga-a1 aghaehi ha ma mapadokva am ma nyekwa ha ebe aha. Qnye ndt ato ohere. nkazi ga-elezi Nwa o bala anya i chopu t a nvere ohere na umuaka atiny- itinye abiidi e D ekwara abiidi at?. Ha ga- ndi a n'oghert ahukws na ha n nLo r P, 0 rn m 7 P P r YOY Y 2 3 I 0 0 r E: x 8 H K n 4 n 0 d l3 I-'. I-'. 09 P, I. 5 z u0 C* P- Y I-'. n a P C* BD u r B E 0, IC N C* 'd I.'. I-'. -25 Y m u 'G 0 a I I.'. NCI-IUI'LITA. NKEWA NA NHAZI UDt-\UME Izuuka nke ebuo -II. LIflL!: -+ Nkeji iri atoU na ise Ioiukwu ~'haziUdaurne NqWa Nkuzi: Igbe ato, nwere ~aadie dere Udaume, nzu 0 .I 0 odee, ~gboojii b ~kaNkuzi: Nkowa, ajuju na oziz~rnrncghariehu 0 0 .I 0 r ML~unuuche: ~gbein0 mpi ga-ubi~nlidi ngwucha, a turu 0 * . 0. anya na Urnuakn IJ~J ~!II~IJU1ku. 0 0 ntauus% Igbo; b) Chuputa Udaume rnfe na udauma aro, 0 0 0 0 0 c h ) *nye udaume nlebe nomba ha dalrara. 0 r, The? Urrruaka rnabu mbur Umuaka mu ka e si MQU nukwu edu~~yn . 6 I mkpuru abiidi ntoghere ebe ha kwuuiri idi . . a, 0 I kpullte rnmuo: Onye nkuzi ga-ngwa ~.lr~~uukeka hu deputt~ra v II 8 4 .I ya rnkpuru abiidi ~yboma nyekwa nkc o bule 0 0 0- 0 0 0 akara nomba ya. 0 t .Ike mbu di ka onye akuti mere n egwuregwu nke mby, 0 kewaala ?myaka uz? otu at? ma dekwss2daume m'kaadi tinge n'iae igbo at? dorp i(ihu klaami pmuaka. Ongt nkusi ra - l wremncu ode. kar oghere ebe r ga e donye udaume P bula - * - di- ka otu ha si di (Ildqafe na udaar?)- Oghhtrre nd? r kJ nwechara noy nke nvhitcre anya udaumc p bula. narakw~ na ymuaka &wkw@ra npba ha digasi iche iche aka putara.. na onye nkuti nwere ike ikpo ntmba ? bula masiri ya ngbe iso 0 .' L mpi ruru, Nke abuo: Onye nkuzi nwere ike kpo nomba 3 mgbe ahu nwa @ T- . * bula bp aomba J n'otu .to ndi a gr-aputa inoehtte anya' otu 0 YJ' ? &a-agva ha ka ha were ydulrne n'imc Igbe ah! di na klaaai (nke bt nke nda a atu ah!) wee ga mapado ya n'oghere e sere na mgbo ojii iji goei ma 2 by gdamfe ma $ bt \daar?, Nwa ? buJa nwetara nke ya, e nweela otu akara (narki) ny. otu ya. Onje enwotaght ya etufuola fiCu akara maka otu ya. Onye nkuci ga-eme nkea ganye nwa 9 bula 0 nwe ohere iarpanp tdaume n'obe o kwesiri id:. C * 9 ~'iqacuonye nkuti ga-agbakg akara niile ma kwuo ndf - meriri o 8.-agba ndi meriri ume ma kwalitekwa mmy? ndt dara ada. iso mpi nke atq IS1 N'ISO MPI NWETA OKWU NWERE NDAKORITA b Izuuka Nke XItp s!2!z Nkeji iri at? na ise Klaasi J.S.S. I1 -Ubochi Isiokwu: Okwu ndi nwere ndak%rita, Mbunuche: 6 ~i&eiso mpi ga-abia n8isi ngwucha, UmuakaO 'C ga-amuta ka e si emepyta okwu ndt nwere ndakorjta; (a) mmebc mkpyruokwu dl iche iche + 0 Ha ga-amatakwa ydoume nwere ike idaba ebe mgbochiume di neetiti nt .ka o gh92 okwu nwere ndakori ta r* Ngwa Nkuzi: Ute, ala, akwukwo obodobo, mgbo odaa, nzt - C na mkpy abiidi Igbo c dcre na mpempe akwykwo wunye . -4 * Y n8 ike. Nka Nkuzi: Nk~wa, ngozi, nakwa ntyyharl uche Usoro isg rnpi ~kembu; Onye nkuzi ga-ekowa ?myaka ka ha noro n80tu abuo ' Q .D ma nyekwa ha akara (npnba) Usoro nke Abuo: Cnyc nkuzi ga-ewepyta Obodobo akwukwo 0 ma 0 bu ute nke 0 kachara ihe neime ya ma tinyecha mkpuru b c Y v Mgbochiume n'etiti ya ma hap5kwa udaume n'akuku ya, - C - N1ime eGerrse a, e nwere mbido ulo. . ma nwekwa ulo. . nke ' ebuo. Mgbe onye nkuzi ga-akpo nomba maeiri ye, umuakwukwo .. 0 . . . 0 0 abuo nwe nomba ndi ahu ga - aputa nlotu ha wee wulie elu 0 . 0 0 0 n1c~netughi ukwu nlakara ebe e dobere rngbochiume:: site . 00. 0 nlu10 nke mbu wee rue nlulo nke abuo. Mgbe 0 rnrru. 0. 0 0 . Ced nlulo nke abuo, O ga-ezu ike ma lee any8 nlaka nr.i . 0 .. qukwu aku ekpe wee choo ebe o ga-ewrta udaume ga-adaba 0 0 . . ngoghere ndi. ahu e nwere n~gbochiumenletiti ha ka ha wee qhoo okwu nwere ndakoritn. Nwata 0 bula nwetara okwu nwere .0 . 0 0 . korita nwere akara abuo nye ndi otu ya. ~gbeO bula I - .1 . . 0 tlwhtnkiri. . nwetara okwu nwere ndakorita,. onye nkuzi bil-ewepu IngLiochiume di. nlokwu ahu. Onye o. bula. n~eturu...ukwu . nlakera u~lycnkuzi kara adaala iso. . mpi . a. 0. buru.. na nwatakiri cnwetoghi okwu nwere ndukorlta, onyu (lzo ui nlotu nkl.: ozo * . . 0. 7a abo rnpi. 0 buru na o nwuL,.ir~~yn, ~ik~ranuartd ndi sLu ya. . 0. . , upu onye nkuzi enye nwatnkirl [I I.r~~lc?uk~jru, rlwia ,ihu cia-ebu ..a . . uzo. . gosi ya okwu nke o nwctnr~~IIII* ~~III~WB[JIIH O~WU UIIIJ. . Nlikpe azu onye nkuzi ga-edeputa ma kpokwa ndi meriri 1ili6o . . * . 111pi ahu.. so mpi nlce ato - w Mmebe okwu ndi nwere ndakorita na ndi nupuru iei 1 11 I Isiokwu: M~ncbc okwu ndiwere ndakorit~. . Tzuuka nke ato: -[Ill l?: Nkcji iri ato. nu ise Mbunuuche: Mghe iso.. mpi ga-abia. nliui ngwucha,. a turu . . anya na Urnuaka. . rja-enwe ike mee ihe ndi. a GI. a) Were egyregwu meputa okwu ndi nwere ndakorita 6 - I L. . . b) choputa. . okwu ndi. e nweghi. ndakorita* ~qwd~~kuzl: Mpeltere akwukwo e dere abiidi Igbo, nzu udee, P . . .. . mgba ojii nil doudu1 J a kara ihe maka eqwureqwu.~~\.'~~~~~ ~ka~~kuzi: Nqosi, mmeghari. ahu, nchoputa . . na nkowa The umuaka Milbu: Urnuaka amubugo inaka uciaume na nhazi ha. 1 I -- . ~kpolite Mmuo Juo umuaku ajuju nl ihe mabu. Imaatu. - < .*.. . . d) Gini ka lan no-akpo.. udaurnearo na bekee? b) Kewao udaurne. Uzo . otu abuo.. e nwere ma tinye nloghere nke o. bula . noinba e jirl niara ya. Nke ~bu:unyc nkuzi ga ekewa umuaka. . uzo. . ato. maka egwuregwu a-. [I ga-akpolite naani mmadu abuo otu oge make asompi* a. . L. . .L. 4- Nwatu o bula ga-aeo uipi B qa-enwc (Idriulne neeto nakwa rr~~lbochiurne . . 0 0 iri na ano. nwetu okwu ndi nwere ndakorith rtukuu 111li E nwegtil nd~~liurita, . 0. . . ti it^' nliwere udilume ndl 'uhu nakwa ~nybochlumetinye nfoqtiaru, 0 0 9 boodu ebe ha kwesiri idi .. . 0 . -lUke ato: Mgbe nke a nu-erne onye nkuzi ya-nu-iqju(jhulql IIIJ ~laesiiji h2~na rnkpotu adighi nukwu ijl IIII~X . 0. . J 1 o bula asocha. Ukwu (1 hula nke nwere ndukurtta . . . 0 . . . nwere otu maaki nye ndi otu nwetara ya. Onye nkuzi ga-agwakwa uniuuka ka ha sou III~~Lrtweta * . .. okwu ndi nupuru ic3i nl iwu ndtlkur'itu. . $di~il~lie. A na agbasokwa uvoro e ji soo mpi maka ndak?rita .. .) wue soo.. mpi inuka okwu ndi. nupuru it3i ~in~tchi: Onye nkuzi ga-agbako. akaru otu o.. bula nwerc Ina kpo. ndi. meriri nlasompi ahu, . fl. ga-emekwa ka ndi mere nke oma nwe ihe igba ume, ebe ndi emughi 9 . nke -oma, r'~ ga ewuli rnrnua.- ha ~ngbeo . ga-akowara. ha. dum uru egwuregwu a bara. EDEMEDE NKUZI MAKA IZUUKA NKE ANQ IS0 MPI NKE AN0 Klaasi: JeSeSo I1 Ogt: Nkeji iri at? na ise ploakwykwz Isiokwu: Mmebe okwu (Ngwaa) site n' iji i/i r) Mbunuuche: Oge is? mpi ga-abia n'isi ngwycha, a tyru. anya na ymvaka ga-enwe ike ime ihe ndia* a iji egwuregwo muta ka e si emepita ntoala ngwaa b) iji egwuregwu mata ka e si etinye nganihu na ntgala b ngwaa ka bur: mfinitivu chO Ga-am$ta ka c si etinye nsonaazv na ntoala ngwaa Nqwa Nkuzi: fylanelv boodu, mpekere akwukwo e dere 06 a a mkpiruokwu mfinitivu i/t , mpekere akwvkw? e dechara isingwaa di ichc ichc. Nka Nkuzi: Nkgwaptta, ngosi, mmeqhar Usoro isq mpi Nke Mbu Onye nkuzi ga-akware- ~yakana isingwaa by ya b? nghofa a nwere na ngwaa. A na-emeputa isingwa site ncijik9ta otu Mgbochiume na otu rdaume ?nu ka ha byru otu. by Ha ab!? e jikoro., *. ony ka a ga etinyere nganihu ma o nsonaazu ka ngwaa ahu di mma itinye n'ahiriokwu, N' b imeputa- mfinitivu, a na e ji i/t dika iwu ndakyrita vdaume siri di -.v edckwo ieingwaa di. iche ichc (iri) nQoboiJubu ~kwukwu. (Curd board sheet) wee rnapado yr;l rllat'ru Pul~~rlulubuodu uto 11kc dl. 0...... no klaaoi, unye nkuzi gu ewekwaru mpekere akwukwo. . cbc o dere mfinitivu wee dobe ebe unwaka. . ga-uhu. ya. 111;lt 11. bula ga-adi njikrre ugbua nlaka iso nlpl e. - 0 1l:~nrOnke aS0: Onye nkuzf ga akpo n'o~sba o hula nlut~iriya w . . . 0 0 k;~umuaka.. at0. puta.. 0. ga enye hti nuani atu rlkeji ijl were mf'initivu nke masiri ha wee lnepudo nlrbe ti dere ioin!,waa. 0 l~llyenkuzl yu-cnye nwa o bula ohcre ima nkea. Mqhe hikc a V - na-ag~, onye nkuzi ga-elczi anya otu urwaka. . si oputa nrnapado rnfinit!vu ndi o iji choputa onye e nwct~lgl~iya. . 0 . ~woa. bula . cnwutaghi ya ewepula. otu ;-ikaro maka otu yn. 'p@cchi: Nwikpeazu onye nkuzi ya-ugbako Rkara ndi.. a hla . nwetara ma kpoputa ndi rneriri nl egwuregwu ahu. Unyc nkuti .. . . 9i-1-aybukwa mbn Ihy na o nyere umuaka nkowa maka uru cgwurer~wu . 1. . u burs na ndu ha, m Illlero dirt. . nwa o. bula. ime nkea cjunye ~lrnualta. . niile si nrotu abuo.. ahu. aputacha.. Naani otu nkeji ka nwa o. hula.. nwerr iji wee SOD mpi a. Otu akara na-agara nwa o bula .. Q nke nwutura nke ya nye otu ya. ~likpenzu,onye nkuzi 0 qa-agbako akara otu o bula nwere ma kpoputakwa ndi nwere 0 . . . . . chioma na yabu egwuregwu. ~nye~kuzi ga-akowukwara Umuaka . 0 . . uqu cgwureg+ a bara ma gbakwa hn ume. APPENDIX C VOWEL HARMONY GAMES Game 1: Identification and Placement of the Alphabets Objectives of the Game . To develop the skills for identification of vowel9 and consonants; - To develop the skills for pl~~cingthe 36 alphatmtu with the serial numbernr - To identify the double Conuorrnrrta and place the111 in their correct positions- Content Area: Correct pl~cernentof vowels and consonants. Players J. S. S. I1 Students (30 in number) Procedure and Timing/How to determine the winner The teacher gives a minute to each group to fix the c:orrect alphabet at the appropriate serial number box. Thitr short time is to enable the players to work within ttre time limit and any person or group who fai1.s to place the alphabets within the stipulated time has lost one mark for his group. Therefore, the teacher inslsts on timing the players. The scores are recorded while the wlnnera are celled at the end of the game.. Timing 35 minutes is stipulated for the entire game period. Materials Required Three flannel boards with card board sheets pasted on them, which has boxes and tag numbers for the alphabets, cut-out containing 36 alphabets. Rules The players will stay in groups of ten student@ each with serial numbers attached to them1 Each student from a group must place 3 alphabets The calling of the students' serial numbers by the teacher should not be sequential to avoid other studentk cramming the next alphabets; The first group of students to finish placing the alphabets should move over to the placing of the remaining 6 alphabets. Any student who fails to place the alphabets within the time limit has lost that chance for his group, Ha should go back and the score of one mark is lost for his group. By so doing, each group will see that the members are alert as to know the next serial number to be called. - Each student in a group must be given equal chance of placing 3 alphabets to ensure full participation of every student in the group, De-briefinq The teacher should tell the students their strengths and weaknesses in the game. Ask ttma the educatlontrl value of the game. The essence of tt\Lta game la to'tuach the Junior Secondary School I1 ytudents the order 111 wlllch the Igbo alphabets are located. Procedure: Stage 1: The class teacher divides the experl,n~albtaly~uup 4, into 3 groups of ten. The teacher ylves ur~rial numbers to the student8 a,g. Group A 1 - 10 Group B 1 - 10 Group C 1 - 10 Stage 11: The teacher has placed the flannel boards in front of the class for the 3 groups getting set for the game Stage 111: The teacher will call any serial number from the 3 groups and 3 students bearing such numbers will come out. The teacher calls any 3 alphabets of his choice and gives them only a minute to go and fix the alphabets in their appropriate boxes on the flannel boards. He stops them after one minute. The students score a point for each correct placement and the score is credited to the group. The calling continues till every student in the group has participated. The table above shows the correct placement of the alphabets on th~!numbered spaces in tl~cflannel board, 297 The cdlling of the seridl numbers and the fixing of the alphabets should be done randomly to avoid students cramming the subsequent alphabetical order. The scoring goes on as the placement goes too, Stage IV: When the first round that must have taken care of the 30 alphabets is completed, the first group to get the correct placement of . the alphabets will compete with the second group to place the 6 remaininy alphtibetb. But if the 3 groups hdvu Ll~escrrne score, the competition will be for the 3 groups egeLn. # This time the flrst set of alphabutu on Lhe board rnust have been removed from the tK*?ee. This last competition takes place rrrnoncj -1 players that represent their groupu (1.- Nul' b % ALL STUDENTS in the group). Hy in~y~lic~ction, each group has to select a player to represent them. (assunring the 3 groups got the same. score in the first round of the game). At the end, the teacher checks the scores aga111 and announces the wlnners. .,..-rCI Ad GI1 L ,.--a-- - ..-.. encourages the losers. Advantaqes of Game I It involves team work and enhances group social . behaviour ; It encourages co-operation in a group activity; It brings about logical thinking if there is a winner and a loser; It makes the players to be time conscious in learning; It encourages competition in a friendly atmosphere; It inculcates the spirit of sportmanship among fhe students. It irrculcatev motivdtion drnong students Game 11 Idt. Objectives of the Game: At the end of the game, the students should be able to: - develop the skills to identify and classify the 8-vowels; 9 classify heavy and light vowels; 9 place the vowels in their correct spaces with their serial 'numbers. Content Area Correct identification and placement of the vowels and ' . b the grouping of the vowels. Mdterlals Required 3 containers (tins), cards containing the 8 vowels, chalkboard. Time: 35 minutes Players: 30 J. S. S. I1 Students - A minute is allowed for each contestant to place the vowels after which the student is asked to stop. 24s - During the game, there should be no group discussion among members - A mark is lost for a group whose contestant wrongly places the vowels; - Once a student fails to place even a vowel correctly, he/she is asked to stop; - The calling of the students should be at random; - The winking group is determined by the highest total number of points - Total losses are subtracted from total correct points for each group, after each student has taken p$rt. Procedu~ Stage 1: The teacher divides the class into 3 groups of ten and gives each student a tag number., The three boxes containing the 8 vowels are placed in front of the class while columns for heavy and light vowels are made on the chalkboard. Stage I1 just as in game 1 the teacher calls out any tag number of his choice. The students bearing such numbers will come out to the front of the class. Using - only a minute, a student is expected to pick the vowels in the box and fix in the appropriate boxes where the ' numbers fall. This placement should be for both heavy . and light vowels. A student who fails to place a vowel correctly within the specified time has lost the game and should go back to the group. This exercisecontinues till every student has participated in the game. Any wropg placement attracts a loss of mark for that group while any correct placement .attracts a point for the group. The winning group is determined by the highest total number of points. -De-briefing - The teacher tells the students their strengths and weaknesses of the game and also the educational values of the game. TMPORTANT FEATURES- OF THE GAME - It encourages group thinking; - There is a loser and a winner at the end of the game - It enhances co-operation among students; . - - It could be played by two or more students at a time. Game III:-- FORMATION OF HARMONIZED WORDS Objectives of the Game: At the end of the game, the students should be able to: - Form harmonized words, Content Area Formation of harmonized words, M;+terials pequired Mat or floor, ground, big board cards containing the vowels, cards containing the consonants and 2 seeds, 35 minutes -Players: 2 groups of students of 15 each Rules - The vowels and consonants are arranged in such a way that the player needs to find out which vowel matches with the consonant at the cuntre to for111 harmonized words, - During hopping if a player's legs touches an W~JPy ! house, he should discontinue and thdt reruovtts er III~Ih for his group; - A student can only throw the seed once1 e - When the seed falls into any of ttre consonants, the student should pick vowels from either right or left or both sides of the play board (ground) to fix tit the two spaces of the consonant to form harmonized w(.)rd, - If the seed falls into an empty space, the student hds lost the chance of playing the game; - When a harmonized word is formed, the consonant and the vowels are removed to avoid repetition - If a student forms a word thdt has been formed by another player, he loses the mark; - Two students play the game at a time with the two play boards or mats; - A student loses mark for his group if his seed falls into a house that has been formed words before4 #* - A group that forms the highest number of harmonized words becomes the winner; - A seed must be thrown within a specified time. If a student fails to throw the seed at the appropriate time, he is disqualified and he loses a mark for his - If a student forms a word that disobeys the rule of vowel harmony he loses a mark) - As the vowels finish, they are replaced. Procedure: Stage 1: The teacher divides the class into two groups of 15 each. Each group has a game board/qround. 244 A student plays at a time for his group. :;tc~clff IT: The teacher cdlls two students at a tlrnti ttor11 the two groups to start the game. A student starts the game by hopping from the first house into the empty spaces without touching the spaces with the consonants till he gets to the second house. There he stops. kJlck a seed and throws withi-n a minute into any of the spat-es t h'it contairi the consonants.Wh1chever consonant spdct: the seed falls, the student looks left and right side of the game board/mat and pick the vowels that he feels suitdble for the consonant. He fixes the vowels. If he forhs a harmonized word, he has gained a mark for hie group and loses a mark if he forms unharmonized word. Immediately, the harmonized word is formed, the consonant is removed from the spdce. Then another student plays until all the students participate in the game, The teacher looks out for defaulters of the game while the scoring continues, The group that forms the highest number of harmonized words becomes tht: winner. Or the group that finishes his consonants first, The teacher announces the winners at the end of the stipulated tir11e, be-briefing; The teacher discusses the strengths and ' we~3knessesof the games among the players and he teaches them the educational values of the game, IMPORTANT FEATURES OF THE GAME - It aids in the logical developn~emtof vocabulary by the students; Igbo language; There is a winner and a loser at the end, a t #.:ell \II e which is common to all games; rc ,. It develops in students the spir'i t of hsalt,hy cospeti- tion; It teaches students how to make use of their cognitive, affective and psychornotor domains. They think, they apply and practice the skills. n Game Board I '' House 2ndHouse sand Objectives: At the end of the game, students should be able to: a) Form harmonized words; b) Increase their vocabuldry No of Students TWO at a time (30) 35 minutes --Materials The Igbo alphabets boldly written on cards. These cards b are sorted out and placed in 2 groups of R vowels and the 'first upper 14 consonants and another 8 vowels with thclower 14 consonants that is - First 14 consonants with 0 vowels Second 14 consonants with 0 vowels 2 miniature wooden boards up to the size of draught board, chalkboard. (1) When a harmonized word hds been forrrbd by either of the two contestants, such words are recorded on d pleca of paper or chalkboard to avoid repetition. 248 In cases of repetition, no point is scor'ecj, t1)rAt IS contestant loses that chrince. A pctrticular contestant should not be used more than twice; The contestant who first exhausted all hls/httr' consonants wins the game; In addition a contestant who was first to form 10 (ten) words may also be regarded as the winner; Each player should have the 8 vowels and 14 consorlants + on cards. Procedure !;tdqt? 1: The two students are seated facing one another with the bard placed between thern. In turns, the contestants (i.e students form words by placing the lettered cards at the appropriate positions for vowels and consonants e.g. Card Student & Akwu is formed on the board 1 ! NOTE: After the first t.wo students, other sets join. Alternatively, the boards and cards can also be increased. IMPORTANCE FEATURES OF GAME 1 TI a) It aids in the logical development of vocabulary by the students; b) It aids in systematic presentation of facts of Igbo language; C) There is a.winner and loser at the end, a feature which is common to all games; b dl It develops in students the spirit of healthy competition. Game IV: FORMATION OF HARMONT%I.:D WORDS ( VER~IS! US1NG. Objectives: At the end of the Game, the students sl~ould be able to form verbs starting from the root of the verbs. Form infinitives according to the rule of vowel harmony by adding prefix or sufix before they are used in sentences 35 Minutes I'ldyers . 30 students of J.S I1 Materials required Cut-out cards containing the verb roots, cards contain'ing the infinitive markers, flannel boards wibh cardboard, sheet pinned on it. --Rule A set of students has only one minute to fix the appropriate infinitive marker. Failure to fix the marker within the stipulated period. attracts a loss of mark. This is to avoid getting answers from those sitting down. The group who uses the correct infinitive marker to form verbs with all their verb roots first becomes the winner. Each student has only a chance to fix the correct . infinitive marker and should the student fail, the group loses a mark. Each group has the same number of verb roots with infinitive markers. INSTRUCTIONAL PROCEDUIIE Staqe I: The teacher starts by teaching the student3 thcrt in word formation, one can form verbs in Igbo starting from the root of the verbs (VR), These roots are simply consonants and vowels called C + V - ' CV. These verb roots are not originally used in their natural form which implies that there must be a prefix or sufix before they are used in sentences, For instance in the 6 formation of infinitives, one requires 'i ' OR 'it. according to the rule of vowel harmony as prefix before the root 'of the verbs becomes an infinftive e.g, i+be ibe i. + ta ----+ i ta i+lo 9 ilo Staqe 11: The 'teacher divides the class into 3 groups of ten each, He writes out 20 verb roots on the card board sheets pinned on 3 flannel board, Each group has a bodrd containing 10 verb roots. -Staqe ITI: The teacher calls the students randomly from their group to come and quickly pick the infinitive markers to fix at the appropriate verb root to form the verb, A student has a chance to fix at the end, the teacher checks the scores of each group and declares the winner/winners, G'irne V: ---FORMATTON OF-- Vf.:RRS IN THE SIMPLE PAST TEN!;E USlNC; RV SUFFIX ~'~'I-:N.';INI~TNAAZU) *---. *---. r -OhJectives: At the end of the game, the students should be able to form simple past tense in Igbo using rv suffix. Time: 35 Minutes -Mdterial s required: Flannel boards, cards. containing verb roots and the . rv suffix. . 8 No of Students a 30 -Ru1 E? A student from each group has only a ch~nceto pick r-v suffix and fix at the appropriate place to forrn the simple past tense. Any wrong fixture attracts a loss of mark for th&t group. At the end, the teacher tallies the scores and declares the winner/winners. Procedure Staqe 1: The teacher starts by teaching the student!; that in the formation of simple past tense in Icjbo, we use 'rv' suffixes. In this case, we add as suffix the consonant 'r' to the verb root and repeat the vowel that preceeds the 'r' for example P gburu che + r P gboro .a = bere + a - tara + a I kpara Ttie teacher having divided the students into 2 or three groups can now write out the verb roots as many as possible as the boardsand keep the boards away from each group contakt, The students dre expected to pick the rv suffixes displayed on a table and fix appropriately to form simple past. Any wring placement reduces a mdrk for the group and a student has only a minute to play the game so that others can go. The teacher observes the 3 groups and records the scores for the final verdict, e.g. ~ightVowel Comprehension Heavy Vowel Knowledge Heavy Vowel Comprehension Harmonized unowlcdqe ~iarmonizedConrpreheneion Disobeyed - comprehension Infinitive Knowledge Infinitive Comprehension RV Suffix Knowledge RV Suffix Comprehension APPENDIX N MCIDEL ANSWEF(S