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Effect of Children ‐ Generated Illustrations in text on Pupils’ Achievement in Phonics
Author(s) -
Ibenegbu Christopher Ifeanyichukwu,
Ubah Ritadoris Educhi,
Okwo Fred Amunabo
Publication year - 2020
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/jade.12306
Subject(s) - phonics , mathematics education , psychology , pedagogy , primary education
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<.000; there was non‐significant main effect of gender on pupils’ achievement in phonics F (1,167) = 0.291, p <.082; and there was non‐significant interaction effect of illustration and gender on pupils’ achievement in phonics F (1,167) = .253, p <.615. It was recommended that the Ministries of Education should ensure that textbook authors incorporate children‐generated illustrations in the instructional materials for pupils.