ABSTRACT
This study examines The Effect of Drill and Practice on the Academic Achievement of Students in English Language in Junior Secondary Schools in Lagos State. The purpose of this research was to determine the achievement scores of students taught English Language with drill and practice those taught using conventional teaching methods. and Determine the interest of students taught English Language with drill and practice those taught using conventional teaching methods and compare the achievement scores of boys and girls taught English Language using drill and practice; compare the interest scores of boys and girls taught English Language using drill and practice four questions and hypotheses were stated for the study, the descriptive research survey was used to assess the respondents’ opinions using the questionnaire and the sampling technique. In this study, 120 (one hundred and twenty) respondents were selected and used as samples to represent the population of the study. Four (4) null hypotheses were formulated and tested in this study. Also, the SPSS Statistics tool output of the one-way ANCOVA was used to test and analyses the null hypotheses at 0.05 level of significance.Based on the findings from the study the following conclusions were drawn that Application of computer technology to all aspects of human endeavour coupled with the need to create student-centred classroom to engage learners in their leaning tasks, improve learners’ interest and consequently achievement in the school subjects has necessitated the use of computer in teaching. This study has found out that Drill and practice improved students’ achievement, retention and interest in English language than the conventional teaching methods. Recommendations were made on the basis of the findings of this study which include the following: More attention should be accorded computer literacy and operation in the secondary schools and relevant computer assisted instructional packages should be developed for use within the Nigerian school systems. In addition, Nigerian public schools should be equipped with necessary ICT facilities to leverage the potentials of ICT in Nigerian schools and teachers of English Language in Lagos State should adopt the use of the Drill and practice to teach English Language.
CHAPTER ONE
INTRODUCTION
Background of Study:
Computer Assisted Instruction (CAI) refers to use of computer as a tool in teaching and learning. Widmayer & Alayne (2007) defined Computer Assisted Instruction (CAI) as an interactive instructional procedure whereby a computer is utilized to exhibit the instructional material and monitor the learning that takes place. With CAI the students receive feedback from the computer and maintain some degree of control (Oyenuga, 2008). Some of the computer assisted instruction methods include simulation, animation, drill and practice. The CAI instruction when used in combination with drill provides instruction in such a way that each drills lesson has a series of frame or branches. How? One aspect of student learning that is potentially linked to student performance in any course is the issue of students’ access to drills solutions. No prior study has addressed this issue. Yet, this is an important research question as the decision to release or withhold drills solutions has a wide range of implications for students and instructors (Preciado, 2009). Drills allow for learning in a close, comfortable environment with the same tutor over time. In a study by Schmeck, (2008) it was found that smaller class sizes at school significantly raised final grades. This idea has been extended to the drill system at the secondary school level. Small groups are successful in providing a safe space to ask the questions that one is unable to ask during crowded classroom. Drill also offer the personal attention one may require for learning to take place. In recent times, the practice of teaching students in small groups at schools has emanated from the ancient practice of philosopher-tutors (Steward & Aiken, 2009). The educational principle of these philosopher-tutors was to recognize the individual differences of students and focus on developing an individual student’s thinking process (Steward et al., 2009). In the 20th century, this form of tutoring has been adopted for the common form of schooling with some modification. Perhaps due to economies of scale, students are taught in small groups rather than individually. Steward et al. (2009) summarized the benefits of tutoring as a form of education. These include the personal attention given to students, providing continuous feedback on student progress, mentoring students on learning how to learn, and using students’ academic strengths to overcome weaknesses. Research suggests that tutoring results in positive outcomes in terms of measures of academic achievement, measures of self-esteem, and intrinsic interest in the subject (Strong & Smith, 2011). In the current twin pedagogical structure of teaching followed by drills; drills play a pivotal role in reinforcing and extending the knowledge disseminated to students via teaching. Typically, students attend classes for a first exposure to the course materials and drills provide a platform for consolidating student learning through more interactive discussion and problem-solving activities.
Teaching, especially in large classrooms, is typically a one-way communication from the teacher to the students. In contrast, drills provide the appropriate forum for a two-way communication between the instructor and students. As drills permit interactive discussion on course topics via drills questions and problem-solving activities, drills play a key role in consolidating students’ course-specific knowledge.