The Impact of Integrating Rhyming Poetry into Vocabulary Instruction Among Primary School Pupils in Ido Local Government, Nigeria.
DOI:
https://doi.org/10.69760/aghel.025002120Keywords:
Rhyming poetry, vocabulary development, primary education, phonological awareness, language instructionAbstract
This study investigates the impact of integrating rhyming poetry into vocabulary instruction among primary school pupils in Ido Local Government, Nigeria. Employing a quasi-experimental design, the research involved an experimental group receiving poetry-based instruction and a control group following traditional teaching methods. Quantitative data were collected through standardized pre-tests and post-tests measuring vocabulary acquisition, retention, and reading comprehension. Qualitative insights were gathered via classroom observations, structured interviews, and focus group discussions to assess pupil engagement and perceptions of the poetry-based approach. Findings revealed that the experimental group exhibited significant improvements in vocabulary development, phonological awareness, and reading comprehension compared to the control group. Additionally, pupils reported increased motivation and enjoyment during poetry sessions. However, challenges such as selecting culturally appropriate poems and time constraints within the curriculum were identified. It was recommended among others that educational authorities should incorporate rhyming poetry into the language curriculum to enhance vocabulary development and phonological awareness. Teachers should receive training on effective methods for selecting and utilizing poetry in the classroom to maximize its benefits for vocabulary instruction. The study concludes that incorporating rhyming poetry into language instruction can effectively enhance vocabulary development and overall language proficiency among primary school pupils.
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