Research paper

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USING CONCEPT MAPPING AND WORD SEARCH GAME TO

IMPROVE PRIMARY FOUR PUPIL’S ENGLISH LANGUAGE

VOCABULARY MASTERY AT GBEOGO SCHOOL FOR THE

DEAF

ABSTRACT

This study sought to address the declining trend of academic performance as a result

of difficulties in vocabulary mastery of P4 pupils in Gbeogo School for the Deaf

through the use of concept mapping and word search game. I made use of Pre and

Post-Test as instruments for data collection to diagnose the problem and measure the

impact of the interventions respectively. The scores were gathered, analyzed and

presented using tables and figures (pie chart and bar chart). Twelve hearing impaired

pupils are sampled for the study. They comprise seven boys and five girls. Their ages

range between 8 to18.

The research findings proved the intervention strategy in the study as very effective

for addressing Basic School pupils’ vocabulary difficulties. The research findings

increasingly point to the need for the government and the educational authorities to

examine the techniques of lesson delivery employed by teachers on the field.

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Background to the Study

Vocabulary acquisition is a key component to successfully developing

communication and literacy skills among pupils. Vocabulary plays a central role in

students’ ability to communicate their thoughts clearly and concisely. Being able to

read and understand text is a fundamental part of the learning process because there is

a relationship between students’ vocabulary knowledge and their understanding of

what they read. However, developing a rich vocabulary is a major difficulty and an

on-going challenge to both the hearing and pupils with hearing impairments. In

Gbeogo School for the Deaf, majority of P4 students exhibit difficulties with

vocabulary mastery. The class teacher complained about the lack of vocabulary

mastery among the P4 pupils. A pretest conducted by the researcher on vocabulary

acquisition from their prescribed P4 English Language revealed that 12 out of 43

pupils lacked vocabulary to express themselves.

New words and phrases are introduced in the classroom nearly every day. In order for

students to learn and build upon ideas, they must acquire and master a substantial

amount of vocabulary through which they will confidently express their thoughts

when signing and writing. A number of techniques exist for this purpose. One of the

activities for teaching and learning vocabulary is through concept mapping and word

search games (Edmondson, 1994).

When Concept mapping is used, recall is easier because associated key concepts are

used, main ideas are more clearly defined with the relative importance of each idea

clearly indicated, students easily develop relationships among different bits of

information and build on previous knowledge and skills, and, students are motivated

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to learn, resulting in higher academic achievement. Also, Concept mapping

complemented with word search games help arouse and sustain students’ interest in

learning. They also help the teacher to create contexts in which the language is useful

and meaningful. It is in the light of this that the researcher chose to use concept

mapping and the word search game to improve upon the vocabulary mastery of

Primary Four (P4) pupils of Gbeogo School for the Deaf.

Statement of the Problem

Vocabulary mastery has assumed a declining trend among P4 pupils of Gbeogo

School for the Deaf. The situation has resulted in the students’ vocabulary being very

limited. This has resulted in significant difficulties in reading comprehension, and has

affected academic performance of the students.

Purpose of the Study

The purpose of the study was to use concept mapping and word search game to

enhance vocabulary mastery among P4 pupils of Gbeogo School for the Deaf.

Objectives of the Study

The objectives for the research were to:

• Identify some of the methods used in helping basic school pupils improve

upon their vocabulary mastery.

• Use concept mapping approach to help improve vocabulary mastery among

P4 pupils of Gbeogo School for the Deaf.

• Find out how word search game can facilitate vocabulary mastery of primary

school pupils.

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• Identify some of the previous studies on the use of concept mapping and word

search game to enhance vocabulary mastery of P4 pupils.

Research Questions

The following research questions were raised to guide the study:

1. What are some of the methods used to help basic school pupils improve upon

their vocabulary mastery?

2. How does concept mapping approach help improve vocabulary development

of P4 pupils?

3. How can word search game facilitate vocabulary mastery of P4 pupils?

4. What are some of the previous studies on the use of concept mapping and

word search game in enhancing vocabulary mastery of P4 school pupils?

Significance of the Study

Findings from this study could be used by other teachers to improve vocabulary

acquisition among pupils. The findings of the study would also form a material basis

upon which other researchers who may be interested in the use of concept mapping

and word search game would replicate to improve upon English Language vocabulary

mastery of P4 pupils.

Operational definition of terms

Reading: Reading is the way a person gets information from written letters and words

using sight or touch.

Vocabulary: It is the knowledge of words and word meanings.

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Concept mapping: Concept mapping is a pictorial representation of a domain that

consists of concepts represented as nodes that are connected to

each other by arcs. The concepts are words or ideas that represent

events, objects, or emotions and feelings.

Word search game: A word search game is a word game in which the letters of a

word in a grid, that usually has a rectangular or square shape,

and the player is required to find and mark all the words which

are usually placed horizontally, vertically or diagonally.

Delimitation of the Study

The study was delimited to concept mapping, word search game, vocabulary of road

users, vehicles, pedestrians, and traffic, a school for the deaf, Upper East Region, and

deaf pupils.

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CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter reviews relevant and related literature on the use of concept mapping and

word search game to improve pupils’ vocabulary mastery. Literature review focused

on the sub-headings: some of the methods used to help basic school pupils improve

upon their vocabulary mastery, word search game facilitates vocabulary mastery, and,

previous studies on the use of concept mapping and word search game in enhancing

pupils’ vocabulary mastery.

Some of the methods used to improve vocabulary mastery of basic school pupils.

Anderson et al. (1985), Elley, (1989), Leong and Pikulski, (1990), Robbins &

Ehri,(1994), John & Shane,(2004), 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

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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children can be expected to be beneficial is to increase their language and vocabulary

skills. A research by (Elley, 1989; Leong and Pikulski, 1990; and, Robbins and Ehri,

1994) supports this position.

A study by Elley (1989) strongly suggested that vocabulary growth was much greater

when teachers discussed, even if briefly, the meanings of the words in addition to just

reading the books aloud. The study by Juel et al. (2003) showed that while teachers in

kindergarten and first grade spent considerable time reading and discussing books to

children with below average vocabularies, these activities had minimal impact on the

progress of the children. They contend that only when teachers spent focused time on

the vocabulary did significant growth occur. They applied the term “instructional read

aloud” to read aloud events where, in addition to reading aloud to stimulate an interest

in books and reading, there is also a deliberate teaching of skills that will promote

independence in reading, such as an increased vocabulary.

The Use of Dictionaries

Exploring dictionary entries is one important and effective component of

understanding a word deeply. The entries help students determine the precise meaning

of a word. Dictionaries also provide helpful information about the history of a word

and reinforce the interrelationships among words in the same meaning “families.” For

example, a discussion of run-on entries illustrates how one word’s entry can include

information about related words-the entry for entrap also includes entraps and

entrapment. The usage notes in dictionaries often explain subtle but important

differences among words-usually the appropriateness of one word over another in a

particular context. Words for which the dictionary is essential may be entered in a

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student’s vocabulary notebook. Dictionaries can also contribute to an interest in and

attitudes toward words that teachers and the students explore. The usage notes in

dictionaries reflect a powerful and consistent research finding: every word/concept we

know, and the degree to which we really know it, depends on the relationship of that

word/concept to other words/concepts. (John & Shane, 2004).

Teaching the Meaning of Prefixes, Suffixes, and Root Words

The majority of English words have been created through the combination of

morphemic elements, that is, prefixes and suffixes with base words and word roots. If

learners understand how this combinatorial process works, they possess one of the

most powerful understandings necessary for vocabulary growth (Anderson and

Freebody, 1981). This understanding of how meaningful elements combine is defined

as morphological knowledge because it is based on an understanding of morphemes,

the smallest units of meaning in a language. In the intermediate grades and beyond,

most new words that students encounter in their reading are morphological derivatives

of familiar words (Aronoff, 1994). In recent years research has suggested some

promising guidelines for teaching the meanings of prefixes, suffixes, and word roots

as well as for the ways in which knowledge of these meaningful word parts may be

applied (Templeton, 2004). Word roots such as dict, spect, and structare meaningful

parts of words that remain after all prefixes and suffixes have been removed but that

usually do not stand by themselves as words: prediction, inspection, contract. In the

primary grades students begin to explore the effects of prefixes such as un-, re-, and

dis- on base words. In the intermediate grades students continue to explore prefixes

and an increasing number of suffixes and their effects on base words: govern (verb) +

-ment=government (noun). Common Greek and Latin roots begin to be explored,

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along with the effects of prefixes and suffixes that attach to them (Templeton, 1989).

These include, for example, chron(“time,” as in chronology), tele(“distant, far” as in

television), and fract(“break,” as in fracture). A large proportion of the vocabulary of

specific content areas is built on Greek and Latin elements. As this morphological

knowledge develops, teachers can model how it may be applied to determining the

meanings of unfamiliar words encountered in print.

Word Maps

Jones, (1999), contends that the word map is an excellent method for scaffolding a

child’s vocabulary learning. He said, the adult (either alone or with the child(ren))

should preview reading materials to determine which words are unfamiliar. For each

of these new vocabulary words the child (with the support of the adult) creates a

graphic organizer for the word. At the top or center of the organizer is the vocabulary

word. Branching off of the word are three categories: classification (what class or

group does the word belong to), qualities (what is the word like) and examples. Using

prior knowledge the child fills in each of these three categories. Word maps help

readers develop complete understandings of words. This strategy is best used with

children in grades 3-12, (Jones, 1999).

Guessing From Context

Chi & Chen (1989) developed questionnaires to find out teaching and learning

situations of English reading in junior high schools in Taiwan. Three hundred and

thirty-eight third-year junior high school students and thirty-seven teachers from three

junior high schools participated in this study. Based on the results of the study, they

found that, in terms of vocabulary instruction,30% of the teachers used example

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sentences to explain new words;25% of them explained new words in Chinese and

English; less than 20% used prefixes, suffixes and roots to explain new words; more

than 50% of them encouraged their students to adopt guessing meanings from context

when encountering unfamiliar words;40% of them encouraged their students to check

up new words in dictionaries; only few teachers encouraged students to skip new

words and continue reading. The researchers emphasize the importance of guessing

from context and suggest that teachers should teach their students how to guess

words’ meanings from context by means of prefixes suffixes and roots, contextual

clues and discourse markers when reading.

Word Part Analysis

A large number of English words have derivational forms by adding prefixes or

suffixes to the word base. A study by White, (1987) confirmed the frequent,

widespread occurrence of derivational affixes, which makes it worthwhile learning

word parts from the point of view of cost/benefit analysis. Nation and I.S.P. (2001,

p.264) contends that:

A knowledge of affixes and roots has two values for a learner of English: it can be

used to help the learning of unfamiliar words by relating these words to known words

or to known prefixes and suffixes, and it can be used as a way of checking whether an

unfamiliar word has been successfully guessed from context.

Nevertheless, if used properly, this strategy will help the learning of thousands of

English words, including high-frequency and low-frequency words, especially

academic vocabulary (Nation & I.S.P. 2001). The word part strategy involves two

steps. Firstly, learners need to be able to recognize prefixes and suffixes so that they

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may break the unknown word into parts. Secondly, they need to relate the meaning of

the word parts to the dictionary meaning of the word. To achieve this goal, learners

have to know the meanings of the common word parts and “to be able to re-express

the dictionary definition of a word to include the meaning of its prefix and, if

possible, its stem and suffix” (Nation 2001, p.278).

Effectiveness of the concept mapping approach in improving vocabulary

development in basic schools.

A study by Novak, (1998) states that there is indication that Concept Mapping is

particularly beneficial for lower ability learners, partly because it does induce the

active, inquiring, orderly approach to learning that is likely a more natural part of the

higher ability student’s approach to learning.

Alberto, (2003) reveals that when Concept Mapping is used in a course of vocabulary

instruction, particularly when it forms an integral feature of the learning process, and

not just some isolated “add-on” at the beginning or end, students’ understanding is

enhanced. He further contends that Concept Mapping appears to be particularly

beneficial when it is used in an ongoing way to consolidate or crystallize educational

experiences in the classroom.

Alberto, (2003) numerated further, educational applications of Concept Mapping

including: 1) a scaffold for understanding, 2) a tool for the consolidation of

educational experiences, 3) a tool for improvement of affective conditions for

learning, 4) an aid or alternative to traditional writing assignments, 5) a tool to teach

critical thinking, 6) a mediating representation for supporting interaction among

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learners, and 7) an aid to the process of learning by teaching. Several studies were

examined in which Concept Mapping was used to identify students’ current

understandings, misconceptions and conceptual change. Concept Maps have been

used in collaboration and cooperative learning, and as a formal assessment tool.

Concept Maps have been used to organize and present information, including use as

an Advance Organizer, and, use by instructors for course or curriculum design

(Alberto, 2003).

There is also indication that learning effects are enhanced when in the course of

Concept Mapping learners adopt an active, deep and questioning approach to the

subject matter. Such active, self-engaging, transformational interaction with learning

material has been suggested to enhance learning in general and this appears to carry

over to learning with Concept Maps as a tool (Feltovich, Spiro, & Coulson, 1993).

Also important and characteristic of Concept Maps is the inclusion of “crosslinks.”

These make explicit relationships between or among concepts in different regions or

domains within the Concept Map. Cross-links show how a word from one domain of

knowledge represented on the map is related to a word in another domain shown on

the map (Edmondson, 1994). The structure of Concept Maps includes specific

examples of events or objects. These helps to clarify the meaning of words in a given

concept.

Word search game facilitates vocabulary mastery.

There has been increased interest in the use of instructional games. It has been argued

that young people, raised playing games, have changed in ways that turn them off to

conventional instruction (Prensky, 2001). Greenblat, (1981) suggests that instructional

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games, specifically word search games, because of their applied and dynamic nature,

can heighten the learner's motivation and interest more effectively in vocabulary

learning than classroom lectures. He suggests another benefit of word search games in

vocabulary learning as that they improve the retention of learned words and

knowledge.

Gary (2002) holds the view that word search games are fun; they can be very

rewarding, teachers can therefore use them to help their students practice more,

learned words and improve their skills of communication.

Amoako-Gyimah (2004) contends that vocabulary games and exercises can perform

very important functions. He said if they are interesting and carry enough fun, they

will be played over and over again, thus providing the repetition needed to incorporate

the new words into the children’s sight vocabulary.

Thi & Khuat (2003) contends that word games bring in relaxation and fun for

students, thus help them learn and retain new words more easily. Also, games usually

involve friendly competition and thus, keep learners interested. These create the

motivation for learners of English to get involved and participate actively in the

learning activities, and thus, enhance students' use of English in a flexible,

communicative way (Thi & Khuat, 2003).

Previous studies on the use of concept mapping and word search game in

enhancing vocabulary mastery.

The goal of a study by Nicoll, Francisco & Nakhleh (2001) was to investigate the

value of using Concept Mapping in general chemistry and, more particularly, to see if

Concept Mapping would produce a more interconnected knowledge base in students

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with hearing impairments, compared to ordinary instruction. The results showed that

the Concept Mapping group knew more concepts (49 vs. 38), more linking

relationships (69.9 vs. 46.2), more “useful” linking relationships (55 vs. 34.6), and

had no more erroneous linking relationships than the non Concept Mapping students.

These finding are very impressive for Concept Mapping, as it relates to the

development of an interconnected knowledge base.

A related study was by Jegede, Alaiyemola & Okebukola (1990) in Nigeria, with

students with emotional disorders who were the American-equivalent of grade ten, to

test whether the addition of Concept Mapping to instruction would aid achievement

and reduce anxiety. The results were dramatically in favor of Concept Mapping.

There were positive effects in favor of the Concept Mappers in both achievement and

for anxiety reduction.

The purpose of a study by Esiobu & Soyibo (1995) was to test effects of Concept

Mapping and Vee diagramming in different forms of instruction. The study took place

in Nigeria and involved secondary school students. The subject matter was ecology

and genetics. The results were that 37 students in the treatment conditions greatly

outscored those in the controls in all learning conditions. There appear to have been

some general benefits of cooperation as well. This is one of the strongest

demonstrations of the educational effectiveness of Concept Mapping to be found.

Concept maps can be effective for affective, as well as cognitive, instructional

objectives. Jegede et al found in a study of biology learning that "there was a

tendency for the concept mapping strategy to significantly reduce anxiety towards

biology achievement in males." ((Jegede, Alaiyemola et al. 1990, p. 956). They

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suggest that "anxiety, a situation of foreboding, which has been found to affect

learning, is certainly one of the pressures which exert considerable influence on

learners' intellectual competence and performance. The ability of the learner to

control, determine, and make decisions about 'the how' and pace of what is learned

confers on the learner the advantage of shaking free from the pressures which would

otherwise impede meaningful learning." (Jegede, Alaiyemola et al. 1990, p. 957)

A word search game approach was evaluated for teaching reading comprehension

skills to first- and second-graders in economically disadvantaged schools in Chile

(Rosas et al, 2003). The performance of an experimental group, who used the games,

was compared to a group from another school that did not use the game. It was found

that the target school outperformed the external group, thus, there is evidence to

support the effectiveness of the word search game approach over traditional

vocabulary instructions.

Malouf (1988) investigated the motivational effect of word search games for special

education students. He compared the performance of sixth, seventh, and eighth-grade

learning-disabled students who were learning vocabulary skills. His results showed

that the game condition resulted in significantly higher levels of continuing

motivation than the non-game condition.

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CHAPTER THREE

METHODOLOGY

Introduction

This chapter highlights the procedures in conducting the study. These comprise the

research design, the targeted population, sample and sampling technique,

instrumentation, procedure for data collection and data analysis procedures.

Research Design

Action research design was used to carry out the study. This is because the study

involved an intervention measure in the classroom with pupils. The intervention

involved the use of concept mapping and word search game to help pupils acquire

skills in vocabulary mastery in English Language.

Population

The population for the research comprised 43 P4 pupils of Gbeogo School for the

Deaf. The 43 pupils were made up of 28 boys and 15 girls who are deaf. Their ages

ranged between 9 to 19 years with an average age of 12 years.

Sample

The sample comprised12 P4 pupils, including 7 boys and 5 girls. The twelve students

were aged between 8 to 18 years. The 12 pupils demonstrated high level vocabulary

learning difficulties, and therefore needed intervention.

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Sampling Technique

The researcher used purposeful sampling technique to select participants. Purposive

sampling was used to select participants because the pupils who demonstrated

difficulties in vocabulary mastery were included in the study.

Instrumentation

Data were gathered using one adapted comprehension passage from pages 113-114 of

the prescribed P4 English Language text book, and questions asked at the end to

evaluate pupils’ understanding of the passage read.

Procedure for Data Collection

Pretest and post test are the instruments used to gather the necessary information to

carry out the research. 20 questions in Reading Comprehension in English Language

at the pretest and post test stage were administered and the pupils’ response were

marked over 20. Pupils’ English Language exercise books were also collected and

their performance in English Language was observed. It was realized that difficulty in

vocabulary mastery runs through their work.

Data analysis

Data were analyzed using tables and figures (pie chart and a bar chart) to represent the

responses of the respondents. Results were converted into percentages and discussed.

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CHAPTER FOUR

INTERVENTION DESIGN AND IMPLEMENTATION

Introduction

This chapter presents the pre-intervention test which establishes the baseline of the

pupil’s vocabulary mastery skills, and an intervention design to address pupils’

difficulty in vocabulary mastery. A post-intervention test was also administered to

participants to assess the effectiveness of the intervention design.

Pre-Intervention Test

In order to establish a basis for carrying out this research, students’ English Language

vocabulary mastery were tested before the interventions were implemented to enable

the researcher establish the effectiveness of the use of concept mapping and word

search game in helping participants improve upon their English Language vocabulary

mastery. Table1 shows the results of 12 students in the Pre-test.

Table1: Pre-intervention test results.

Number 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 30

7 T.W. 3 15

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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

In the table above, the first column contains pupils numbering from 1-12.The next

column is for the initials of the pupils, and then followed by their score of the test

administered which is marked over 20. The last column represents the percentage of

marks scored by each pupil in the pretest. The pass score was 10, hence referring to

Table 1 above, none of the pupils were able to pass the test.

Intervention Design

The intervention was designed to assist P4 pupils of Gbeogo School for the Deaf

improve upon their vocabulary mastery. A period of four weeks was used for the

intervention process. The technique used to help the children to overcome their

vocabulary difficulties was concept mapping and word search game.

Intervention Procedure

The following guidelines were followed to teach vocabulary using concept mapping

and word search game.

• I selected a passage on road safety from pages 113-114 of the prescribed P4

English Language text book.

• I developed a concept map that represents the relationships among the ideas in

the text. The main topic was written at the center of the map. Subtopics

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connected to the central topic were written around the main topic with spacing

among them (see figure 1 and 2).

• Next, I explained to the participants that the drawing on the board was called a

concept map. I told participants that a concept map can help them organize

information they learn from reading. Then I wrote the topic in the center of the

map and told students that was the main idea that they should pay attention to

as they read the text.

• I identified ideas that are related to the main topic. During reading, I stopped

periodically to discuss ideas as a class, or ask participants to flag important

ideas in the text.

• I organized important concepts by letting participants share relevant ideas they

identified during reading. I then recorded those ideas using single words or

short phrases on the concept map, and organized related ideas by placing them

around the central topic or branching off of the ideas previously listed. I

explained why I placed certain ideas in groups with other ideas, or asked

participants to suggest where I should write their responses and explain their

reasoning(see figures 3 and 4)

• I extended the activity by conducting a writing activity in which I helped the

participants construct sentences based on the concept map.

• I then introduced the word search game. The concepts and their related

vocabularies were in the game, and children were asked to search them out.

This was done in the form of competition in order to arouse and sustain the

interest of the children in the activity.

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WEEK ONE: ROAD USERS

Figure 1: A concept map for road users.

WEEK TWO: VEHICLES

Figure 2, A concept map for vehicles.

ROAD USERS

Vehicles

Pedestrians

Motorcycles

Bicycles

VEHICLES

Tractor

Train

Bus

Trolley

Subway

Autombile track van

WEEK THREE: SAFETY MEASURES FOR

Figure 3: A concept map

PEDESTRIANS

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SAFETY MEASURES FOR PEDESTRIANS

oncept map showing safety measures for pedestrians

Before Crossing

Stop

Zebra

Look

Listen

Walk on pavement

Observe Traffic

Wear helmet when riding

Waiting for a bus

Stand on curb

Board a bus

Be seated

Depart from bus

safety measures for pedestrians.

leftrightleft

WEEK FOUR: TRAFFIC

Figure 4: A concept map

WEEK FIVE: WORD SEARCH GAME

Table 2: The word search game

Table 2 contains mixed

vocabularies relating to road safe

TRAFFIC

P W A L K

L E F T E

R E D L F

B U S E A

U S E R S

D E P A R

G O B R U

L O O K N

A V E H I

P A V E M

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: TRAFFIC LIGHTS

concept map showing traffic lights and their meanings.

WORD SEARCH GAME

he word search game

Traffic

Pedestrian

Road

Cross

Pavement Walk

Depart

Users

Run

Clear

mixed-up letters of the English alphabet. Beside the table is a list of

to road safety. Pupils were required to search

Red means

Yellow

Green means

K C J T H C

E R C E E A

F O I E L R

A S F R M B

S S F T E E

R T A S T Z

U C R O A D

N R T I I Q

I C L E A R

M E N T E N

means

showing traffic lights and their meanings.

Left

Car

Road Vehicle

Helmet

ement Walk

Depart Zebra

Users Red

Curb

Bus

Clear Street

up letters of the English alphabet. Beside the table is a list of

re required to search out the concepts

Stop!

Go!

Get ready

to stop!

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and their related vocabularies in the game. This was done in the form of competition

in order to arouse and sustain the interest of the children.

Post -Intervention Test

To evaluate the effectiveness of the interventions used, a post-test was also

administered. Table 3 below depicts the results of 12 students in the post-test.

Table 3: Post-intervention test results.


1 L.B. 18 90

2 M.R. 17 85

3 A.K. 19 95

4 A.A. 19 95

5 I.A.N. 18 90

6 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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Referring to Table 3 above, the scores and percentages have increased indicating an

improvement in the vocabulary mastery of the pupils. This implies that the

intervention process has been successful.

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CHAPTER FIVE

PRESENTATION, ANALYSIS OF RESULTS, SUMMARY OF FINDI NGS

CONCLUSION AND RECOMMENDATION

Introduction

This chapter presents and analyses results of the study, summaries the findings and

made recommendations.

Pre-Intervention Test Results

Table 4: Pre-intervention test results.


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. 3 15

8 C.A 1 5

9 I.D. 1 5

10 N.M. 2 10

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11 A.Y. 5 25

12 L.M. 2 10

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.

Table 5: Group data showing of the pre-intervention test results.

MARKS (x) FREQUENCY (f) PERCENTAGE (%)

0 1 8

1 2 17

2 2 17

3 2 17

5 2 17

6 1 8

7 2 17

In Table 5, the marks(

the frequency (f) is the number of participants who scored a particular mark ,and the

percentage of the frequency is indicated in the percentage column.

Figure 5: A pie chart showing pre

In Figure 5 above, the mathematical equations

means that two pupils

corresponds with the colour

Post-Intervention Test R


Number Pupil’s Name

1 L.B.

2 M.R.

7 marks 0 marks

2=17%

1=8%

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In Table 5, the marks(x) column indicates the marks scored over 20 by participants,

) is the number of participants who scored a particular mark ,and the

the frequency is indicated in the percentage column.

: A pie chart showing pre-intervention test results.

above, the mathematical equations on the divisions, for example 2=17%

made a percentage of seventeen each on a particular mark that

colour of the marks.

Test Results

intervention test results.

Name Score (over 20) Percentage %

18 90

17 85

0 marks 2 marks 5 marks 1 mark

2=17%

2=17%

2=17% 2=17%

1=8%

) column indicates the marks scored over 20 by participants,

) is the number of participants who scored a particular mark ,and the

, for example 2=17%

nteen each on a particular mark that

6 marks 3marks

2=17%

0=8%

29

3 A. K. 19 95

4 A. A. 19 95

5 I. A.N. 18 90

6 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

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

that there has been a tremendous progress of the pupils’ vocabulary mastery. All the

pupils grabbed the concept and therefore answered the questions well to score above

the pass mark of 10. The pupil who scored 0 in the pre-test now made a score of 17

representing 85% which is very satisfactory. This signifies that the intervention has

been effective.

Table 6 and Figures 6, &7

giving a vivid illustration

Table 6: Grouped data of the post

Figure 6: A pie chart

MARKS (x

14

15

17

18

19

3=25

1=8%

30

Table 6 and Figures 6, &7 are a grouped data, a pie chart, and a bar

giving a vivid illustration of the pupils’ performance at the post-intervention test.

data of the post-intervention test results.

A pie chart showing pupils’ performance at the post-interve

x) FREQUENCY (f) PERCENTAGE (

1 8

2 17

3 25

3 25

3 25

3=25%

2=17% 3=25%

3=25%

, a pie chart, and a bar graph respectively

intervention test.

intervention test.

18marks

17marks

19marks

14marks

15marks

PERCENTAGE (%)

Figure 7: A bar graph

In the table and figures above

who took the test. 25% also represents 3 pupils who scored 18 marks and an

who scored 17marks. The 2 pupils who scored 15 marks each are represented by 17%

and the 1 who made 14 marks is represented by 8% of the 12 pupils who sat for the

test.

Summary of Findings

This research work is an action research which featured t

The researcher systematically reflect

data that answered question

pupils of Gbeogo School for the Deaf

in vocabularies through

some other auxiliary teaching techniques. The researcher cond

diagnose the problem, implemented a

issue, and conducted a p

0

0.5

1

1.5

2

2.5

3

3.5

14

Frequency

31

graph showing pupils’ performance at the post-

table and figures above, 3 scored 19 marks to represent 25

. 25% also represents 3 pupils who scored 18 marks and an



Summary of Findings

This research work is an action research which featured the teacher

systematically reflected on his teaching and other work

questions on the poor vocabulary mastery skills

pupils of Gbeogo School for the Deaf. I sought to address the participants’ difficulties

through the use of concept maps and word search game

some other auxiliary teaching techniques. The researcher conducted a p

diagnose the problem, implemented a five-week intervention progra

and conducted a post-test to measure the impact of the intervention

15 17 18 19Marks

-intervention test.

25% of the12 pupils

. 25% also represents 3 pupils who scored 18 marks and another 3



he teacher as the researcher.

other works, and collected

vocabulary mastery skills of primary 4

participants’ difficulties

word search games alongside

ucted a pre-test to

program to address the

test to measure the impact of the intervention. I

32

simultaneously gathered data through observations and tests. The data presentation

and analysis gave a clear visual presentation of the problem and the impact of the

intervention.

In general the research findings proved that the intervention strategies implemented in

this study were to a very large extent successful because the results of the post-test

shows a huge improvement over what was recorded in the pre-test. The approach was

effective in promoting decoding skills, enhancing word meaning, and strengthening

comprehension, provided in students a desire to rationalize their thoughts and a

motivational devices to get them involved in the material they would later read.

Indeed the findings proved that concept mapping alongside word search game are

very potent teaching techniques for maximizing vocabulary mastery skills of pupils.

Recommendation

In line with the findings of this study, I suggest that concept mapping and word search

game should be used as a method in helping Basic school pupils to master vocabulary

at a faster rate.

33

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36

APPENDIX A

COMPREHENSION PASSAGE

Road safety

Millions of children are disabled or die as a result of road accidents each year. This is

because neither pedestrians nor motorists observe road safety measures. What do you

know about road accidents?

Read the passage and answer the questions that follow:

Some motorists drive when they are tired or drunk. Others drive too fast and break the

speed limit. Pedestrians must stop, look and listen, before crossing a road. First you

must look left, then right, and left again, listening for oncoming cars. Then cross if the

road is clear. Always cross at a zebra crossing. Do not wear dark cloths when walking

along the street at night, because if you do, drivers may not see you. Always walk on

the pavement.

Traffic lights show whose turn it is to use a certain part of the road. For pedestrians,

the red sign on the pedestrian traffic light means that we must stop and wait. The

green pedestrian sign means that the cars must stop for us to cross. Always walk

across the street. Do not run. For the motorist, red on the vehicular traffic light means

‘stop’, yellow means ‘get ready to stop’, and green means ‘go’.

When riding bicycles, or motorcycles, it is important to wear a helmet. A helmet

should sit properly on your head and come down over your forehead. A helmet will

protect your head and brain if there should be an accident.

When waiting for a bus, you should stand on the curb and remain there until the bus

comes to a complete stop. You should then board the bus, take your seat, and remain

37

seated throughout the ride. Once the bus comes to a stop, you should rise and depart

from the bus. You should not run after the bus.

Complete these sentences.

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

called…………………..

15. Yellow on the traffic means………………………………..

Source: Adapted from pages 113-114 of Primary English, Pupils’ Book 4.

38

APPENDIX B

PRE-INTERVENTION AND POST-INTERVENTION TEST RESULTS

Pre-Intervention Test Results

Table 1: Pre-intervention test results.


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. 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

39

Post-Intervention Test Results



1 L.B. 18 90

2 M.R. 17 85

3 A.K. 19 95

4 A.A. 19 95

5 I.A.N. 18 90

6 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

Documents

Research paper