EFECTS OF TOTAL PHYSICAL RESPONSE AS AN INSTRUCTIONAL METHOD FOR TEACHING ENGLISH PARTS OF SPEECH IN PRIMARY SCHOOLS OF ZAMFARA STATE NIGERIA.

Abstract

ABSTRACT This study was conducted to find out the efficacy of Total Physical Response (TPR) in teaching parts of speech (verb, Conjunction and preposition) on primary school pupils in Zamfara State, Nigeria. The study was aimed to find out whether performance of pupils taught verb, conjunction and preposition using Total Physical Response (T.P.R) Method will differ from the performance of those taught the same using the Traditional Method. The population of the study was one thousand five hundred and twenty (1520) primary schools with population of six hundred and thirty eight thousand one hundred and fifty (638150). Six intact classes with 509 pupil were used as study sample. Pretest-posttest quasi-experimental research design was used. The instrument of the study was adapted version of Pupils English Language Parts of speech Performance Test (PEPPT). The instrument was validated by three Experts in the department of CSET Faculty of Education and Extension Services Usmanu Danfodiyo University Sokoto. Similarly it was tested for two weeks as pilot study, in which After test-retest, Pearson Product Moment Correlation Coefficient (PPMCC) was computed and coefficient of r=0.82 was obtained. Three null hypotheses were formulated and tested at 0.05 levels of significance. T-test was used in testing all the three null hypotheses. After testing, they were all rejected. The findings showed that Experimental group performed better than control group in English parts of speech. The study recommended the use of TPR as one of the method suitable for teaching English parts of speech at primary school level of education.