M, Devendrakumar A. (2005). Effectiveness of Games, Work-Card and Self Instructional Material on English Language Learning. Unpublished. Ph.D., Education. Saurashtra University, Rajkot, Gujrat.
The objectives were: (1) To compare the effectiveness of Games and Work-Card to ELT in terms of students’ Achievement in English. (2) To compare the effectiveness of Games and Self Instructional Material on ELT in terms of students’ Achievement in English. (3) To compare the effectiveness of Work-Card and Self Instructional Material on ELT in terms of students’ Achievement in English. (4) To study the Opinions of the students for the Games, Work-Card and Self Instructional Material on ELT with reference to their Learning Experiences.
The hypotheses were: (1) There will be no significant difference in mean Achievement in English scores after learning English through Games and Work-Card. (2) There will be no significant difference in mean Achievement in English score after learning English through Games and Self Instructional Material. (3) There will be no significant difference in mean Achievement in English scores after learning English through Work-Card and Self Instructional Material.
The sample comprised of 146 students of standard IX of Gujarati Medium School. The sample was divided into three groups for experimentation.
Games Approach was used as the learner centred approach. The Games were based on Grammatical Structures, Vocabulary and Content of a lesson to be given to the students in learning different teaching points. There were Games, like, Magician’s bag, Musical chair, each one choose one, tying the tags, Choose one stick one, Rani Rani, What do you want?, Sticking the strips, Word-Game, Spelling – Game, and Quiz. Work-Card Approach was also a learner centred technique where the investigator divided the content in small units and prepared Work-Card. Students were supposed to study the Work-Card & answer the questions. If they cannot answer correctly, they may study the same card again but if their answer is correct than they were asked to go to the next card. Self Instructional Material was developed & its components were: (a) Aims & Objectives, (b) Introduction, (c) Discussion of Learning Point, (d) Activity – 1, (e) Lesson based on learning point, (f) Vocabulary, (g) Activity – 2, (h) Summing up, (i) Aids to Answer and (j) Test. To assess the Achievement in English, six tests were developed and Opinionnaire was used for assessing the students’ reaction to Games, Work-Card and Self Instructional Material.
The Counter Balanced Design was used. Six teaching units were taken from the English Reader standard IX (lower level) published by the Gujarat State School Textbook Board, Gandhinagar
The data were analyzed with the help ANOVA followed by t-test.
The findings were: (1) All the three approaches produced similar effect on Achievement of English learning but Games Approach was found to be more effective than Self Instructional Material. (2) Students’ opinion for Games Approach was favourable. For Work-Card approach and Self Instructional Material, the students’ opinions were also favourable but they were not as favoured as Games Approach. For Work-Card Approach they opined that it is boring to study on my own reading Work-Card and I cannot learn carefully while learning through Work-Card by myself. While for Self Instructional Material they opined that I cannot understand completely by reading the Self Instructional Material and it is not possible to learn reading the material prepared for learning self-effort.
Keyword(s): Games, Work-Card, Self Instructional Material , English Language Learning, Effectiveness