APPROACHES TO TEACHING COMPREHENSION IN YORÙBÁ HOME LANGUAGE IN ÌLỌRIN, NIGERIA
Keywords:
Approaches, Teaching, Comprehension, Yorùbá Home LanguageAbstract
This research investigates approaches to teaching comprehension in Yorùbá home language in Ìlọrin, Nigeria. A researcher-designed close-ended questionnaire was the instrument used in this study. The instrument demanded from the respondents the approaches they employed in teaching comprehension in Yorùbá home language and how often each of the approaches is used. The data collected were analysed using the percentage, mean rating, rank order and the t-test statistic. The percentage was used to describe the demographic data of the respondents; mean rating and rank order were used to answer Research Questions 1 to 3, while the t-test was used to answer Research Question 4. One hundred and twenty secondary school teachers of Yorùbá were purposively sampled for this study. The result indicated that; traditional, story-telling, role-playing, oral, listening-reading, structural, and situational were the approaches to teaching Yorùbá home language in Ìlọrin, Nigeria. Also, the traditional and situational are the most used and least used approaches respectively. The funding also revealed that there was a significant difference in the approaches to teaching comprehension in Yorùbá home language on the basis of teachers’ gender. Based on the findings of this study, it was recommended among others that an integrated approach (a combination two or more approaches) should be used to teach comprehension in Yorùbá home language since each of the approaches has its weaknesses.
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