EFFECTS OF OBJECTIVE-BASED INSTRUCTION ON STUDENTS’ ACHIEVEMENT AND RETENTION IN PHONETICS AND PHONOLOGY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU EDUCATION ZONE

Abstract

The goal of this study was to ascertain how objective-based strategies affected senior secondary school students in Enugu Education Zone of Enugu State, Nigeria, in terms of their success and retention in phonetics and phonology. To direct the investigation, two null hypotheses and two research questions were developed. Conceptual and theoretical frameworks, empirical research, and summaries of linked literature were all examined as related literatures. A quasi-experimental design with a non-equivalent control group was used.  The study's subject was a sample of 381 SSII students taken from three public secondary schools in the Enugu education zone.  In each of the schools, two complete classes were randomly assigned to the experimental group and the Control group. The researcher created, validated, and used the Phonetics and Phonology Achievement Test (PPAT) in the study. To determine the accuracy of the instruments, a trial test was conducted in a nearby zone.  The researcher created two distinct lesson plans, one for an objectives-based technique and the other for an explanatory strategy. The mean, standard deviation, and Analysis of Covariance (ANCOVA) were used to examine the study's data. The study's findings indicated that there is significant difference between the mean achievement scores of students taught phonetics and phonology with the objectives-based strategy (experimental) and those taught with expository approach (control). The findings have consequences for English language students, English language teachers, and the organizations that train English language teachers. The study suggested, among other things, that English language teachers be urged to constantly switch up their teaching and learning methods