Concept mapping: Concept mapping is a pictorial representation of a domain that
CHAPTER TWO
consists of concepts represented as nodes that are connected to
LITERATURE REVIEW
each other by arcs. The concepts are words or ideas that represent
Introduction
events, objects, or emotions and feelings.
This chapter reviews relevant and related literature on the use of concept mapping and
Word search game: A word search game is a word game in which the letters of a
word search game to improve pupils’ vocabulary mastery. Literature review focused
word in a grid, that usually has a rectangular or square shape,
on the sub-headings: some of the methods used to help basic school pupils improve
and the player is required to find and mark all the words which
upon their vocabulary mastery, word search game facilitates vocabulary mastery, and,
are usually placed horizontally, vertically or diagonally.
previous studies on the use of concept mapping and word search game in enhancing pupils’ vocabulary mastery.
Delimitation of the Study
The study was delimited to concept mapping, word search game, vocabulary of road
Some of the methods used to improve vocabulary mastery of basic school pupils.
users, vehicles, pedestrians, and traffic, a school for the deaf, Upper East Region, and
Anderson et al. (1985), (1985), Elley, (1989), (1989),
deaf pupils.
Ehri,(1994), John & Shane,(2004),
Leong and Pikulski, Pikulski, (1990), Robbins Robbins &
Juel et al. (2003), John & Shane, (2004),
Anderson and Freebody, (1981), Aronoff, (1994), Amoako-Gyimah (2004), and Alberto, (2003) among others identified the following as some of the methods used to improve vocabulary mastery among Basic school pupils : reading aloud, the use of dictionaries, teaching the meaning of prefixes, suffixes, and root words, word maps, guessing from context, and, word part analysis.
Reading Aloud Aloud The recommendation that parents and teachers read aloud to children is among the most popular recommendations in the field of reading. A research-based report Becoming a Nation of Readers (Anderson et al. 1985) concluded, “The single most
important activity for building the knowledge required for eventual success in reading is reading aloud to children.” One very obvious way in which reading aloud to
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suggest that "anxiety, a situation of foreboding, which has been found to affect
CHAPTER THRE
learning, is certainly one of the pressures which exert considerable influence on
METHODOLOG
learners' intellectual competence and performance. The ability of the learner to
Introduction
control, determine, and make decisions about 'the how' and pace of what is learned
This chapter highlights the procedures in conducti
confers on the learner the advantage of shaking free from the pressures which would
research design, the targeted population, sam
otherwise impede meaningful learning." (Jegede, (Jegede, Alaiyemola et al. 1990, p. 957)
instrumentation, instrumentation, procedure for data collection and
A word search game approach was evaluated for teaching reading comprehension skills to first- and second-graders in economically disadvantaged schools in Chile
Research Design
(Rosas et al, 2003). The performance of an experimental group, who used the games,
Action research design was used to carry out the
was compared to a group from another school that did not use the game. It was found
involved an intervention measure in the classroo
that the target school outperformed the external group, thus, there is evidence to
involved the use of concept mapping and word se
support the effectiveness of the word search game approach over traditional
skills in vocabulary mastery in English Language.
vocabulary instructions. Population
Malouf (1988) investigated the motivational effect of word search games for special
The population for the research comprised 43 P4
education students. He compared the performance of sixth, seventh, and eighth-grade
Deaf. The 43 pupils were made up of 28 boys and
learning-disabled students who were learning vocabulary skills. His results showed
ranged between 9 to 19 years with an average age of
that the game condition resulted in significantly higher levels of continuing motivation than the non-game condition.
Sample
The sample comprised12 P4 pupils, including 7 boy
Sampling Technique
CHAPTER FOUR
The researcher used purposeful sampling technique to select participants. Purposive
INTERVENTION DESIGN AND IM
sampling was used to select participants because the pupils who demonstrated difficulties in vocabulary mastery were included in the study.
Introduction
This chapter presents the pre-intervention test whi Instrumentation
pupil’s vocabulary mastery skills, and an interve
Data were gathered using one adapted comprehension passage from pages 113-114 of
difficulty in vocabulary mastery. A post-interventi
the prescribed P4 English Language text book, and questions asked at the end to
participants to assess the effectiveness of the interve
evaluate pupils’ understanding of the passage read. Pre-Intervention Test Procedure for Data Collection
In order to establish a basis for carrying out this res
Pretest and post test are the instruments used to gather the necessary information to
vocabulary mastery were tested before the interven
carry out the research. 20 questions in Reading Comprehension in English Language
the researcher establish the effectiveness of the us
at the pretest and post test stage were administered and the pupils’ response were
search game in helping participants improve upon th
marked over 20. Pupils’ English Language exercise books were also collected and
mastery. Table1 shows the results of 12 students in t
their performance in English Language was observed. It was realized that difficulty in vocabulary mastery runs through their work.
Table1: Pre-intervention test results.
Number
Pupil’s Initials
Score (over 20)
Data analysis
1
L. B.
3
Data were analyzed using tables and figures (pie chart and a bar chart) to represent the
2
M. R.
0
WEEK ONE: ROAD USERS
WEEK THREE: SA ETY MEASURES FOR PE
Vehicles
Before Crossing Bicycles
ROAD USERS
Pedestrians Walk on pavement
Motorcycles Figure 1: A concept map for road users.
PEDESTRIANS
Observe Traffic
WEEK TWO: VEHICLES Wear helmet when riding Tractor
Autombile track van
Waiting for a bus
Train
VEHICLES
Subway
Bus
Figure 3: A concept Trolley
ap showing safety measure
and their related vocabularies in the game. This wa
in order to arouse and sustain the interest of the child
WEEK FOUR: TRA FFIC LIGHTS
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Post -Intervention Test
To evaluate the effectiveness of the interventi
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administered. Table 3 below depicts the results of 12
Table 3: Post-intervention test results.
Number
����� Figure 4: A concept
�����
ap showing traffic lights and their meani ngs.
Table 2: Th The word search game C
J
T
H
C
Traffic
Left
T
R
C
E
E
A
Pedestrian
Car
D
L
O
I
E
L
R
Road
Vehicle
U
S
E
S
F
R
M
B
Cross
Helmet
U
S
E
R
S
F
T
E
E
Pavement
Walk
D
E
P
A
T
A
S
T
Z
Depart
Zebra
G
O
B
R
C
R
O
A
D
Users
Red
L
O
O
K
R
T
I
I
Q
W
A
L
L
E
F
R
E
B
Score (over 20)
1
L.B.
18
2
M.R.
17
3
A.K. A.K.
19
4
A.A. A.A.
19
5
I.A.N.
18
6
D.Y. D.Y.
18
7
T.W.
19
8
C.A.
14
9
I.D.
17
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WEEK WEEK FIV FIVE: WOR WOR SEARCH GAME
P
Pupil’s Initials
Curb
Perc
Referring to Table 3 above, the scores and percentages have increased indicating an
CHAPTER FIVE
improvement in the vocabulary mastery of the pupils. This implies that the
PRESENTATION, ANALYSIS OF RESULTS
CONCLUSION AND RECOM
intervention intervention process has been successful.
Introduction
This chapter presents and analyses results of the s made recommendations.
Pre-Intervention Test Results Table 4: Pre-intervention test results.
Number
Pupil’s Initials
Score (over 20)
1
L.B.
3
2
M.R.
0
3
A.K.
5
4
A.A.
7
5
I.A.N.
6
6
D.Y.
7
7
T.M. T .M.
3
11
A.Y.
5
25
12
L.M.
2
10
In Table 5, the marks ( x) column indicates the mar the frequency ( f ) is is th the num numbe berr of of par parti tici cipa pant ntss w
percentage of the freq ency is indicated in the perce
Table 4 indicates that 12 pupils demonstrated weaknesses in their vocabulary skills
����%
because they could not meet the pass mark of 10. From the table, one pupil scored 0
�� �%
representing 0%. Two pupils scored 1 mark out of 20 marks representing 5% each. Two scored 2 out of 20 marks. Two scored 3 marks out of 20 marks; two scored 5 out
����%
of 20 marks representing a percentage of 15 and 25 respectively. One pupil scored 6 marks representing 30% and two pupils scored 7 marks out of a total score of 20. Below in Table 5, is a group data showing the pre-intervention test results. � �����
0 �����
� �����
Table 5: Group data showing of the pre-intervention test results. x) MARKS ( x
f ) FREQUENCY ( f
PERCENTAGE (%)
0
1
8
1
2
17
Figure 5: A pie chart showing pre-intervention te
In Figur Figuree 5 above above,, th mathema mathematical tical equation equationss on
means that two pupils made a percentage of sevent 2
2
17
3
2
17
corresponds corresponds with the c olour of the marks.
Post-In Post-Inter terven ventio tion n Te t Results
5
2
17
3
A. K.
19
95
Table 6 and Figures 6, &7 are a grouped data, a pie
4
A. A.
19
95
5
I. A.N.
18
90
6
D.Y.
18
90
MARKS ( )
7
T.W.
19
95
14
1
8
C.A.
14
70
15
2
9
I.D.
17
85
17
3
10
N. M.
15
75
18
3
11
A.Y.
17
85
19
3
12
L. M.
15
75
giving a vivid illustratiion of th the pu pupi ls ls’ pe perform
Table Table 6: Grou Groupe ped d da da ta of the post-intervention te
FREQUENCY ( f
From the post-intervention test results, one pupil scored 14 out of 20 marks ����%
representing 70%. Two made a score of 15 out of 20 marks to make a percentage of 75. Three pupils scored 17 marks each representing 85%. Two groups of three pupils
���%
each scored 18 and 19 marks each representing 90% and 95% respectively. ����%
Comparing the pre-intervention test and the post-intervention test, it can be deduced
seated throughout the ride. Once the bus comes to a stop, you should rise and depart
APPENDIX B
from the bus. You should not run after the bus.
Complete these sentences.
PRE-INTERVENTION AND POST-INTERVENTION TEST RESULTS
Pre-Intervention Test Results
1.
Always walk on the ……………………
2.
Always stop, ……………., and …………………… before crossing a road.
3.
Before crossing, the light on the pedestrian traffic must be ………………..
4.
Always ……………. across the street. Do not …………………
5.
Only cross if the road is …………………..
6.
Never ………………. onto a street to catch a ……………………
7.
When waiting for a bus, you should stand on the …………………
8.
Take a ……………………when you get on the bus.
9.
For the motorist, red on the vehicular traffic light means ……………
10.
Wait for your turn to cross at the ………………… crossing.
11.
Look…..….. look…..…… and look ………….again before you cross a road.
12.
You should wear a ……………...to protect your head when riding a bicycle.
13.
You should rise and ………………… from the bus when it comes to a stop.
14.
Lights which show whose turn it is to use a certain part of the road are
Table 1: Pre-intervention test results.
Number
called………………….. 15.
Yellow on the traffic means………………………………..
Pupil’s Initials
Score (over 20)
Percentage %
1
L.B.
3
15
2
M.R.
0
0
3
A.K.
5
25
4
A.A.
7
35
5
I.A.N.
6
30
6
D.Y.
7
35
7
T.M. T .M.
3
15
8
C.A
1
5
9
I.D.
1
5
10
N.M.
2
10
11
A.Y.
5
25
12
L.M.
2
10
Source: Adapted from pages 113-114 of Primary English, Pupils’ Book 4.
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Post-Intervention Test Results
Table 2: Post-intervention test results.
Number
Pupil’s Initials
Score (over 20)
Percentage %
1
L.B.
18
90
2
M.R.
17 17
85
3
A.K. A.K.
19
95
4
A.A. A.A.
19
95
5
I.A.N.
18
90
6
D.Y. D.Y.
18
90
7
T.W.
19
95
8
C.A.
14
70
9
I.D.
17
85
10
N.M.
15
75
11
A.Y.
17
85
12
L.M.
15
75
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