Effects of the Use of Lecture Method and Wordle on the Performance of Students Taught Curriculum Studies 1: EDU222

Abstract

The study sought to determine the effects of the use of Wordle and lecture method in teaching Curriculum Studies 1 EDU: 222 on students’ performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based on their performance - above average, average and below average.  Cluster random sampling technique was used in assigning the three groups into the two experimental groups A and B using numbered papers.  Each group had equal number of above average, average and below average. The WRub used was a teacher and student made test.  It comprises 20-item objective test in EDU: 222 requiring students to provide answers and was constructed by the teacher in collaboration with the students from the topics selected through differentiation.  Each correctly answered item attracted 5, 4, 3, 2, 1 based on the criteria set and a maximum of 100%. The WRub was administered before (pretest) and after (posttest) treatment for data collection.  Pretest has the same feature as the posttest items.  The only difference is that posttest items were reshuffled and the colour of paper changed to avoid test wiseness. The findings of the study revealed a significant difference in the mean scores of the students and a significant difference was noted between male and female students taught using Wordle. Based on these some recommendations were made among which are the need to include the use of social media as tools in teaching and the need to build the capacity of teachers in the use of technologies in teaching and learning.

Key words: Effects of lecture method, Wordle, Performance of students, Curriculum studies 1