Effect of Children ‐ Generated Illustrations in text on Pupils’ Achievement in Phonics

The study investigated the effects of children‐generated illustrations and gender on pupils’ achievement in phonics in the Udenu Local Government Area of Nigeria. The study employed a non‐equivalent quasi‐experimental 2 x 2 factorial research design. Some 172 primary two pupils from 4 schools were u...

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Bibliographic Details
Published in:The international journal of art & design education 2020-08, Vol.39 (3), p.616-634
Main Authors: Ibenegbu, Christopher Ifeanyichukwu, Ubah, Ritadoris Educhi, Okwo, Fred Amunabo
Format: Article
Language:English
Subjects:
achievement
Achievement tests
Childrens Art
Elementary School Students
Foreign Countries
Gender
Gender Differences
Illustrations
Instructional Effectiveness
Instructional Materials
Phonics
pupils
Reading Achievement
Research Design
Statistical Analysis
Textbook Content
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Summary:The study investigated the effects of children‐generated illustrations and gender on pupils’ achievement in phonics in the Udenu Local Government Area of Nigeria. The study employed a non‐equivalent quasi‐experimental 2 x 2 factorial research design. Some 172 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for illustration on pupils’ achievement in phonics F(1,167) = 24.596, p
ISSN:1476-8062
1476-8070
1476-8062
DOI:10.1111/jade.12306