Ire Usoro Nkuzi Mgbakọaka Dị Na Mmeta Nke Ọma Ụmụakwụkwọ Sekọndịrị Senịọ N’ịgụpụta Asụsụ Igbo Na Mpaghara Lokal Gọọmentị Isi- Ụzọ, Steti Enugwu, Naịjirịa.
Keywords:
Usoro nkuzi mgbakọaka, ụmụakwukwo, ọgụgụ Igbo, Collaborative method, students, Igbo readingAbstract
Igbo
Nchọcha a nyochara ire usoro nkuzi mgbakọaka dị na mmeta nke ọma ụmụ akwụkwọ sekondịrị sịnịọ n‘ịgụpụta asụsụ Igbo na mpaghara lokal gọọmenti dị n’Isi-ụzọ, steti Enugwu Naijịrịa. Ndị nchọcha a gbasoro usoro ihe omume mmalite na nke mmecha n’usoro ihe omume nchọ n’usoro (quasi experimental research design) mee nchọcha a. Ajụjụ nchọcha abụọ na ụmụokwu nchọcha abụọ a nwalere n’akara ntụ 0.05 nke oma bụ nke eguzobere maka ya bụ nchọcha. Agụmagụ ọnụ n’asụsụ Igbo (AONAI) dị ajụjụ iri abụọ n’ọnụọgụ ka e ji mee ya bụ nchọcha nke nyere akara nwalee ntụkwasịobi ngwaa nchọcha , 0.78 . Ngwaa nchọcha a bụ nke ndị nchọcha ọrụ a wubere, ma nyefee n’aka ndị ọka mmuta atọ nọ na ngalaba nka mmụta na “Measurement and Evaluation”. Mahadum Nsụka nyochara., nke ha kwetara na ọ dabara na nchọcha e ji eme. E ji ụmụ akwukwo sinịọ (SS2) di iri abụọ dịkọrọ ọnụ mee nwalee ntụkwasịobi ngwaa nchọcha a, nke nyere 0.077 n’usoro mgbakọ Kuder-Richardson 21 formula.. Ngwaa nchọcha abụọ e ji mee nchọha a bụ usoro nkuzi njikọonu maka ndị otu ihe omume na usoro nkuzi ọdịnala maka ndị otu nkịtị. E ji ọnụọgụ ụmụakwụkwọ dị otu narị na iri isii mee nchọcha a n’ụlọakwụkwọ community secondary school Isioroto Ikem. E nyere otu abụọ ndị a ihe omume (AONAI) na mmalite nakwa na mmecha ihe omume. Na nchịkọta data, e ji miin na ndipu n’izugbe (Standard deviation) zaa ajụjụ nchọcha ,ebe e ji ANCOVA nwale ụmaokwu nchọcha. Mpụtara ihe a chọpụtara gosiri na akara miin mmeta nke ọma ụmụ akwukwọ e ji usoro nkuzi njikọọnụ kuziere ọgụgụ Igbo dị elu karịa ndị e ji usoro nkuzi nkịtị kuzie. Site na nchọputa nchọcha a ,a na-atụ arọ na ndị nkuzi asụsụ Igbo ga-agba mbọ iji usoro njikọnụ na-akuzi asụsụ Igbo nke ga-enye aka ime ka ụmụakwukwo nwee mmasị isonye na ihe omume a na-eme na klasị. Nke a ga-enye aka ịkwalite mmeta nke oma ụmụ akwụkwọ n’ịgụ asụsụ Igbo.
English
The study examined effects of collaborative teaching method on senior secondary school students’ performance in Igbo reading exercises in Isi-uzo local government area of Enugu State. The study adopted the pretest, posttest control group quasi experimental research design. Two research questions and two hypothesis tested at 0.05 level of significance were formulated to guide the study. Igbo reading comprehension oral test (ICOT) was used to generalize data for the study comprising of twenty questions for the study which gave a reliability index of 0.78. The instruments were developed by the researchers and validated by 3 experts in Arts education department and measurement and evaluation faculty of education, University of Nigeria, Nsukka. The instrument was trial tested using 20 SSII students and the internal consistency reliability estimate of 0.77 was obtained through the use of Kuder-Richardson 21 formula. The study was carried out in community secondary school Isioroto Ikem with one hundred and sixty SSII students randomly selected from four intact classes. The two instructional methods used are collaborative method of teaching for the experimental group and conventional method for the control group. The subjects in each group were tested with the ICOT before and after experiment. Mean and standard deviation were used to answer research questions that guided the study while analysis of covariance was used to test the null hypotheses. The findings reveal that the mean achievement scores of students who were taught Igbo reading using the collaborative method was statistically higher than that of students taught using traditional method, in favour of the experimental group. It was therefore recommended amongst others that Igbo teachers should make use of collaborative teaching in teaching Igbo reading in order to arouse students’ interest and get them involved. This will help them perform well and promote their academic achievement in Igbo language.
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