Effect of Children-Generated Illustrations in Text on Pupils' Achievement in Phonics

Autor/inn/en	Ibenegbu, Christopher Ifeanyichukwu; Ubah, Ritadoris Educhi; Okwo, Fred Amunabo
Titel	Effect of Children-Generated Illustrations in Text on Pupils' Achievement in Phonics
Quelle	In: International Journal of Art & Design Education, 39 (2020) 3, S.616-634 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ibenegbu, Christopher Ifeanyichukwu) ORCID (Ubah, Ritadoris Educhi) ORCID (Okwo, Fred Amunabo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12306
Schlagwörter	Childrens Art; Illustrations; Phonics; Reading Achievement; Foreign Countries; Gender Differences; Instructional Effectiveness; Elementary School Students; Textbook Content; Nigeria + Suchen Sie Ihr Suchwort? Bildliche Darstellung; Leseleistung; Ausland; Geschlechterkonflikt; Unterrichtserfolg; Lehrbuchtext
Abstract	The study investigated the effects of children-generated illustrations and gender on pupils' achievement in phonics in the Udenu Local Government Area of Nigeria. The study employed a non-equivalent quasi-experimental 2 x 2 factorial research design. Some 172 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for illustration on pupils' achievement in phonics F(1,167) = 24.596, p<0.000; there was non-significant main effect of gender on pupils' achievement in phonics F (1,167) = 0.291, p <0.082; and there was non-significant interaction effect of illustration and gender on pupils' achievement in phonics F (1,167) = 0.253, p <0.615. It was recommended that the Ministries of Education should ensure that textbook authors incorporate children-generated illustrations in the instructional materials for pupils. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01