Investigating the Effective Teaching of Modal Verbs Using Discussion and Group Method; A Case Study of Two Senior Secondary Schools in Ago Iwoye
Abstract
In this quantitative survey research study, a structured questionnaire was utilized to investigate the effectiveness of teaching modal verbs in senior secondary schools using discussion and group methods. The research design selected for this investigation was quantitative, aimed at collecting numerical data and statistically analyzing it. The study was conducted with a sample of 120 respondents drawn from senior secondary schools in Ago Iwoye. To gather data from the respondents, a structured questionnaire was meticulously designed. The data collected through the questionnaire were meticulously presented and analyzed using SPSS version 27, a robust statistical software. This choice allowed for efficient management and in-depth statistical analysis of the extensive dataset collected. To test the hypotheses stated in the study, a one-sample t-test was employed, with the assumed mean set at 0. The t-test was a fundamental statistical tool used to assess the significance of the differences in comprehension and application of modal verbs between students taught through traditional methods and those instructed using discussion and group methods. The findings revealed that discussion and group methods significantly improved students’ comprehension and application of modal verbs. Consequently, the null hypotheses were rejected in favour of the alternative hypotheses, indicating that these innovative teaching methods made a substantial positive impact on the student’s engagement with modal verbs. In conclusion, the study demonstrates the effectiveness of discussion and group methods in enhancing students’ understanding and utilization of modal verbs. The research outcome implies the importance of embracing interactive teaching techniques in senior secondary schools. As a result, a series of recommendations are proposed to enhance the teaching of modal verbs, such as introducing teacher training programs, incorporating real-life examples, and fostering collaborative lesson planning among educators. These findings provide valuable insights for educators, curriculum planners, and educational policymakers, encouraging the adoption of innovative teaching methods that can significantly enhance the language competence of students in senior secondary schools.
CHAPTER ONE
INTRODUCTION
Background to the Study
Modal verbs are a fundamental component of the English language, providing nuances and shades of meaning to expressions (Abdulbaki et al., 2018). They are often challenging for learners, especially in senior secondary schools, where students need to grasp their usage effectively. In the context of Nigerian education, these challenges are particularly pronounced (Usman & Mustafa, 2020). This study explores the teaching of modal verbs using discussion and group methods, specifically within the context of two senior secondary schools in Ago Iwoye, Nigeria.
The teaching of English grammar has long been a subject of interest for educators, with various approaches and methods being employed (Bhatt, 2017). Modal verbs, in particular, are a crucial aspect of English grammar as they influence the ability to convey shades of meaning, obligation, possibility, and necessity in communication (Atkinson et al., 2019). These auxiliary verbs, such as ‘can,’ ‘must,’ ‘may,’ and ‘should,’ play a pivotal role in shaping the proficiency of learners in English.
In senior secondary schools, the importance of effective modal verb instruction cannot be overstated. Many students in this setting are at a critical stage in their language development, where they are expected to achieve a certain level of language competence (Banjo et al., 2021). The mastery of modal verbs is a significant milestone in this journey, as it empowers students to express a wide range of meanings and engage in more complex forms of communication. However, traditional methods of teaching modal verbs may not always be successful in achieving this goal.
Teaching modal verbs effectively is essential as it impacts the students’ language competence and communication skills. In many educational settings, there has been a shift from traditional teacher-centred approaches to more interactive and student-centred methods, such as discussion and group activities (Richards & Rodgers, 2022). These methods aim to engage students in active learning and foster critical thinking and collaboration (Choi & Nunan, 2018).
The importance of these interactive methods is underscored by the fact that language learning goes beyond the classroom (Chukwurah et al., 2020). To truly master modal verbs, students need to engage with the language in real-life contexts and practice using them in various situations. Traditional methods, which often involve rote memorization and mechanical exercises, may fall short of providing students with the practical skills needed for effective communication.
Hence, this study aims to investigate the effective teaching of modal verbs using discussion and group methods in two senior secondary schools in Ago Iwoye. It will provide insights into the strategies employed by educators in these schools and assess the impact of these methods on students’ comprehension and application of modal verbs. The research will draw from existing literature on language teaching methods (McKeachie & Svinicki, 2006) and the challenges of teaching English grammar in educational settings (Okoro, 2017).
One of the essential aspects of this study is to examine the current methods employed for teaching modal verbs in senior secondary schools in Ago Iwoye. While traditional methods may persist, this research will explore the extent to which discussion and group methods are integrated into the curriculum (Banjo et al., 2021). It will provide insights into whether educators are adapting their teaching strategies to align with modern pedagogical principles (Nunan, 2015). The study will shed light on the existing approaches and strategies in place for modal verb instruction in senior secondary schools.
Furthermore, the study will assess the effectiveness of discussion and group methods in enhancing students’ comprehension and application of modal verbs. This evaluation is crucial in determining the impact of these methods on students’ language development (Suleiman & Adam, 2019). By comparing the performance of students who are taught using traditional methods with those instructed through discussion and group activities, the study will provide empirical evidence regarding the benefits of interactive and student-centred approaches. This analysis will be guided by the hypothesis that there is a significant difference in the comprehension and application of modal verbs between students taught using traditional methods and those taught using discussion and group methods (Abdulbaki et al., 2018).
Statement of Problem
The research problem addressed in this study revolves around the inherent difficulties students face when learning modal verbs within the English language curriculum. Modal verbs are characterized by distinct rules and usages, presenting a considerable challenge for students, which often leads to grammatical errors and the misinterpretation of sentences (Atkinson et al., 2019). This challenge is further exacerbated in the context of senior secondary schools in Ago Iwoye, Nigeria, where students are navigating a crucial phase of language development (Usman & Mustafa, 2020).
Traditional teaching methods employed to tackle this problem may fall short of effectively addressing these issues. These conventional approaches often emphasize rote learning and memorization, which, as supported by numerous studies (Nagengast et al., 2018; Phakiti, 2015), tend to limit students’ engagement with the subject matter. This limited engagement can result in a superficial understanding of modal verbs and, more importantly, a lack of practical application in real-life communication contexts (Richards & Rodgers, 2022).
As identified in the research conducted by Abdulbaki et al. (2018) and Choi and Nunan (2018), these traditional methods are gradually being supplanted by more interactive and student-centered teaching techniques, such as discussion and group methods. The pressing need to overcome the challenges associated with modal verb instruction has led educators to seek alternative methods that promote active learning, foster critical thinking, and deepen the comprehension of modal verbs (Choi & Nunan, 2018; Singay, 2020).
The study at hand aims to explore these alternative teaching methods, specifically focusing on the utilization of discussion and group approaches to teach modal verbs. By investigating their implementation in two senior secondary schools in Ago Iwoye, Nigeria, this research seeks to determine the effectiveness of these innovative methods in enhancing students’ comprehension and application of modal verbs. The insights generated from this study have the potential to not only address the issues students face when learning modal verbs but also to significantly contribute to the broader discourse on language education and innovative teaching strategies (Mitchell et al., 2019).
Objectives of the Study
This research aims to achieve three specific objectives:
- To examine the current methods employed for teaching modal verbs in senior secondary schools in Ago Iwoye.
- To assess the effectiveness of discussion and group methods in enhancing students’ comprehension and application of modal verbs.
- To provide recommendations for improving the teaching of modal verbs in senior secondary schools in Ago Iwoye.
Research Questions
To achieve the above objectives, this study will address the following research questions:
- What teaching methods are currently used to instruct modal verbs in senior secondary schools in Ago Iwoye?
- How effective are discussion and group methods in improving students’ comprehension and application of modal verbs?
- What recommendations can be made to enhance the teaching of modal verbs in senior secondary schools in Ago Iwoye?
Research Hypotheses
To guide the investigation, the following research hypotheses will be tested:
Null Hypotheses(H0):
- There is no significant difference in the comprehension and application of modal verbs between students taught using traditional methods and those taught using discussion and group methods
- The use of discussion and group methods has no significant impact on students’ engagement with modal verbs.
Alternative Hypotheses(H1):
- There is a significant difference in the comprehension and application of modal verbs between students taught using traditional methods and those taught using discussion and group methods.
- The use of discussion and group methods has a significant impact on students’ engagement with modal verbs.
Significance of the Study
This study has profound implications for various stakeholders in the realm of English language education:
Educators stand to gain valuable insights from this research, as it sheds light on effective teaching methods for modal verbs. By adopting the innovative approaches discussed in this study, educators can revamp their teaching strategies to better engage students and enhance their understanding of modal verbs. This, in turn, is expected to lead to improved student performance, providing a more fulfilling learning experience for both educators and students alike.
Students are among the primary beneficiaries of this study’s findings. With the implementation of more effective teaching methods for modal verbs, students can look forward to a more comprehensive understanding of this intricate aspect of English grammar. This deeper understanding will not only enhance their language competence but also substantially boost their communication skills and overall language proficiency.
Curriculum planners in Ago Iwoye and similar regions will find the recommendations derived from this research to be invaluable. These insights can guide curriculum planners in tailoring the English language curriculum to better align with the needs of students, ultimately leading to a more enriching educational experience. The study provides a framework for the refinement of existing curriculum structures, emphasizing the importance of effective modal verb instruction.
Finally, this research has a lasting impact on the landscape of future research in language teaching and learning. By delving into the intricacies of teaching modal verbs using innovative methods, this study adds to the collective knowledge and discourse on language education. This contribution encourages future researchers to explore new horizons in language instruction and build upon the insights provided here. As the body of knowledge continues to evolve, it paves the way for a more dynamic and effective approach to language education in senior secondary schools and beyond.
Scope of the Study
This study is limited to two senior secondary schools in Ago Iwoye, Nigeria. It focuses on the teaching of modal verbs using discussion and group methods within the English language curriculum. The research will involve educators and students in these schools to assess the effectiveness of these methods in enhancing students’ comprehension and application of modal verbs.
Operational Definition of Terms
Modal Verbs: In the context of this study, modal verbs refer to auxiliary verbs, such as ‘can,’ ‘must,’ ‘may,’ ‘shall,’ ‘should,’ and ‘will,’ which are used to express different shades of meaning, necessity, possibility, and obligation in English sentences.
Discussion Method: The discussion method is an interactive teaching approach in which students engage in open dialogues, debates, and conversations to explore and understand a particular topic or concept. In this study, it refers to the use of discussions as a teaching strategy for modal verbs.
Group Method: The group method is a collaborative learning approach where students work in small groups to solve problems, share ideas, and learn from each other. In this study, it refers to the use of group activities as a teaching strategy for modal verbs.
Effective Teaching: Effective teaching in this study is defined as a teaching approach that leads to a significant improvement in students’ comprehension and application of modal verbs, resulting in enhanced language proficiency and communication skills.
Senior Secondary Schools: Senior secondary schools refer to educational institutions catering to students in grades 10 to 12, typically aged 15 to 18, in Nigeria.
Comprehension: Comprehension in this study pertains to the understanding of the rules, usages, and nuances of modal verbs in the English language.
Application: Application refers to the practical use of modal verbs in written and spoken communication.
Recommendations: Recommendations are practical suggestions for enhancing the teaching of modal verbs based on the research findings.
References
- Taeduck, H., & Finch, A. E. (2018). Oral testing and self-assessment-the way forward (Vol. 20). Lancaster: Centre for Research in Language Education. Retrieved 01/17/2022, from https://www.researchgate.com/publication/238594083_Oral_Testing_and_Self-Assessment_-_The_way_forward.
- Tashakkori and Teddlie (2017): For providing recommendations on ethical considerations, including obtaining informed consent and maintaining anonymity and confidentiality.
- Tashakkori, A., & Teddlie, C. (2017). Handbook of Mixed Methods in Social and Behavioral Research. Sage.
- Tergujeff, E. (2022). English Pronunciation Teaching: Four Case Studies from Finland. Journal of Language Teaching & Research, 3(4), 599-607. Retrieved 01/11/2022, from https://www.academypublication.com/issues/past/jltr/vol03/04/02.pdf.
- Usman, J., & Mustafa, L. J. (2020). Challenges of teaching oral English in Nigerian high schools. Issues in Language Studies, 3(1), 15-23. DOI:10.33.
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