Effects of Drill and Practice and Conventional Method on Hausa Language Students’ Performance and Retention in Daura Educational Zone, Katsina State, Nigeria
Abdullahi Ismaila Abubakar, Badamasi Alka, Hassan Mamman & Auwal Adamu
1Department of Curriculum Studies, Sokoto State University, Sokoto, Nigeria. Email: abdullahi.ismailabubakar@ssu.edu.ng
2Katsina State Ministry of Basic Science and Secondary Education, Katsina State, Nigeria. Email: badamasialka86@gmail.com
3Department of Curriculum and Instruction, Umar Suleiman College of Education, Gashua, Yobe State, Nigeria. Email: hassanmamman333@gmail.com
4Department of Curriculum Studies, Jigawa State College of Education, Gumel, Jigawa State, Nigeria. Email: auwaladam73@gmail.com
Abstract
The study investigates the Effects of Drill and Practice and conventional methods on Hausa language students’ academic performance and retention in Daura Educational Zone, Katsina State, Nigeria. The study stated that two research objectives, research questions, and hypotheses were formulated. The study used a quasi-experimental research design of pre-test, post-test, non-equivalent, non-randomize control group design. The population of the study was 3,912 SSII Hausa language students in Daura Educational Zone, Katsina State. 101 SS II Hausa language students used purposive sampling to participate in the study. The study used the Hausa Language Achievement Test for data collection. The Hausa language Achievement Test was made up of 40 multiple-choice questions. The instrument was adapted from past questions in the West Africa Examination Council (WAEC). Experts validated the instrument. The reliability of the instruments was established using a test-retest method and a reliability coefficient of 0.669 was obtained. The experimental group was taught using the Drill and practice method while a control group was taught using the conventional method of teaching. The study research questions were answered using mean and standard deviation while the formulated hypotheses were tested using an independent sample t-test. This study findings show a significant difference in the academic performance of senior secondary school students taught the Hausa Language using drill and practice and those taught using the conventional method in favour of the drill and practice method. The study revealed that there was a significant difference between the retention score of students taught the Hausa language using Drill and Practice and those taught using the conventional method in favour of drill and practice group. Also, there was a significant difference in the academic performance of male and female students taught the Hausa language using drill and practice methods. Based on the findings of this study, the study concluded that the drill and practice method can improve students’ academic performance and retention in the Hausa language. But it was more favourable to male students. Thus, based on the findings of this study, it was recommended that the Hausa language teachers should use the Drill and practice method to stimulate and boost Hausa language students’ academic performance and retention at the senior secondary school level.
Keywords
Computer Assisted Instruction (CAI), Drill and Practice, Conventional Method
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