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Title: Effects of Bilingual and Peer-Tutoring Instructional Strategies on Pre-Service Teachers’ Learning Outcomes in Yoruba Translation
Authors: Adeoye, A. A.
Keywords: Bilingual and peer-tutoring instructional strategies
learning outcomes in English-Yoruba translation
Pre-service teachers
Issue Date: 2014
Abstract: English-Yoruba translation, which is a compulsory course for pre-service teachers in colleges of education is an important aspect of Yoruba language studies. However, reports show that there is a gross student under-achievement in it. This has been traced to ineffective strategies adopted in teaching translation to the pre-service teachers; hence the need to adopt strategies that can cater for these deficiencies. Two of such strategies are bilingual and peer-tutoring which are learner-centred and activity-based. The strategies had been employed in the teaching of Social Studies and Mathematics without considering their effects on pre-service teachers learning outcomes in English-Yoruba translation. The moderating effects of pre-service teachers‟ gender and verbal ability were also examined.The pretest-posttest, control group, quasi-experimental research design was adopted. The participants were 300 pre-service teachers in intact classes from six purposively selected colleges of education in Southwestern Nigeria who were randomly assigned to treatment and control groups. Treatment lasted eight weeks. English-Yoruba translation Achievement Test (r = 0.73). Pre-service Teachers‟ Attitude to English-Yoruba Translation Questionnaire (r = 0.76), Verbal Ability Test (r = 0.72) and Instructional Guides for the three strategies were the instruments used. Seven null hypotheses were tested at 0.05 significant level. Data were analysed using Analysis of Covariance and Scheffe post-hoc.Treatment had a significance main effect on achievement in (F (2,228) = 23.78; Ƞ2 = .15) and attitude to (F (2,281) = 112.41; Ƞ2 =.44) English-Yoruba translation. Those exposed to bilingual strategy had higher achievement mean score (=80.83) than those in peer-tutoring (= 77.60) and conventional (=64.40) strategy groups. Verbal ability had a significant main effect on achievement (F (2,281) = 4.10; Ƞ2 =.03) and attitude (F (2,281) = 17.68; Ƞ2 = .11). Students in medium verbal ability group had a higher post-achievement means scores (= 76.52) than those in low (= 73.88) and high (= 67.75) groups. Also, students in medium verbal ability group had a higher post-attitude mean score (= 74.73) than those in low (= 73.55) and high (= 71.68) groups. Gender had no significant main effect on achievement and attitude. Treatment and verbal ability had a significant interaction effect on achievement (F (2,251) = 2.47) and attitude (F (2,481) = 25.03). There was a significant interaction effect of treatment and gender on achievement (F (2,281) = 3.49) and attitude (F (2,281) =4.54). There was no significant interaction effect of verbal ability and gender on achievement and attitude There was a significant interaction effect of treatment,verbal ability and gender on achievement (F (4,281) = 3.07; Ƞ2 =.04) and attitude (F(4,281) = 3.77;Ƞ2 =.05).Bilingual and peer-tutoring instructional strategies were effective in facilitating pre-service teachers‟ accurate English-Yoruba translation. Hence, English-Yoruba translation teachers incolleges of education should adopt the strategies in teaching it
Description: A Dissertation in the Department of Teacher Education Submitted to the Faculty of Education, in Partial Fulfillment of the Requirements for the Award of Master of Philosophy Degree of the university of Ibadan, Ibadan, Nigeria
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