Simulation and Dramatization Teaching Methods and St udents’ Academic Performance in English Language.

Abstract

Students' performance in English Language has continued to be poor despite increased exposure to the language through both print and electronic media. One of the aspects that have been blamed for this worrisome phenomenon is teaching methods. This study investigated the influence of simulation and dramatization methods of teaching on students' academic performance in English Language in Central Senatorial District of Cross River State, Nigeria. The sample for the study consisted of 320 students in senior secondary school II randomly selected from four schools in the study area. The design of the study was quasi-experimental. The instrument for data collection was an English Language Performance Test (ELPT).The data obtained for the study were analyzed using analysis of variance and analysis of covariance (ANOVA & ANCOVA).The result showed that the use of both simulation and dramatization methods of teaching have significant influence on students' academic performance in English Language and that there is higher mean academic performance among students taught through dramatization than among those taught through simulation method. .Based on the findings, it was strongly recommended, among others, that teachers should endeavour to keep students alert and attentive in class through the use of simulation and dramatization teaching methods. This would enable them to benefit maximally from lessons thereby impacting positively on their academic performance.

The Application of the Simulation Method in the in Foreign Language Teaching in Higher Education Institutions, the Cognitive Linguistic Approach

“…The significant didactic potential of simulations attracts contemporary researchers and teachers of foreign languages, showing the didactic advantages of this method (Chergui, 2016;Odo C. & Odo A., 2016;McKim, 2017;Oskina, 2017;Sharifi et al 2017;Vlachopoulos & Makri, 2017;Lutfi et al, 2018;Shcherbakova, 2018;Uguma & Obiekezie, 2018;Angelini & García-Carbonell, 2019b).…”