Effect of Constructivist Teaching Method on Students' Achievement in French Listening Comprehension in Owerri North LGA of Imo State, Nigeria

Autor/inn/en	Uwalaka, A. J.; Offorma, G. C.
Titel	Effect of Constructivist Teaching Method on Students' Achievement in French Listening Comprehension in Owerri North LGA of Imo State, Nigeria
Quelle	In: Journal of Education and Practice, 6 (2015) 26, S.52-56 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Teaching Methods; Constructivism (Learning); French; Second Language Learning; Listening Comprehension; Achievement Tests; Language Tests; Foreign Countries; Hypothesis Testing; Pretests Posttests; Scores; Instructional Effectiveness; Secondary School Students; Nigeria + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Zweitsprachenerwerb; Hörverständnis; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Ausland; Hypothesenprüfung; Hypothesentest; Unterrichtserfolg; Sekundarschüler
Abstract	The study investigated the effect of constructivist teaching method on students' achievement in French listening comprehension in Owerri North Local Government Area of Imo State, Nigeria. Achievement in French listening comprehension over the years has been discouraging. The conventional method of teaching French Language has not improved the achievement of students in French Listening comprehension, hence the purpose of this study. It used a pre-test, post-test non-equivalent control group design. The study was guided by one (1) research question and hypothesis. The population of the study comprised three hundred and fifty (350) French students in Owerri North while forty five (45) students participated in the study. French achievement test was used for data collection. Mean and standard deviation were used in answering the research question while the analysis of covariance (ANCOVA) was used to test the hypothesis. The findings of this study show that there is significant difference in the mean achievement scores of students taught listening comprehension using constructivist method and those taught with the conventional method. Based on these findings, some recommendations were made, which include that teachers should adopt constructivists teaching method in teaching French listening comprehension since it has been found to improve students' achievement. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://www.iiste.org/Journals/Index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01