International Council for Education, Research and Training

Effect Of Visual Auditory Kinesthetic (Vak) On Senior Secondary Students Achievement in English Language Grammar in Abia State Nigeria

Chidingozi, Eke1 and Eke, Ogbu Eke2

1Department of Adult and Continuing Education, Michael Okpara University of Agriculture, Umudike

2Department of curriculum and Instruction, Alvan Ikoku Federal College of Education, Owerri

Abstract

The study investigated the effect of Visual Auditory Kinesthetic (VAK) instructional strategy on senior secondary school two students’ achievement in English language grammar. The study adopted a quasi-experimental control design, specifically the pre-test post-test non-equivalent control group design. Two research questions were posed and one hypothesis formulated to guide the study which was carried out in 2 schools in Umuahia North Local Government area of Abia State. Eighty (85) SSS two students were used for the study.  The study is a quasi- experimental study which employed pretest posttest control design and a 2×1 factorial design.  Instrument used for data collection was English language grammar achievement Test (ELGAT) developed by the researcher. ELAT was validated by three experts and the reliability coefficient using Kuder Richardson (KR-20) was found to be 0.84. Mean and standard deviation were used to answer the research questions while Analysis of covariance (ANCOVA) statistics was used to test the hypothesis at 0.05 significance level. The result revealed that method was a significant factor on students’ achievement in English language grammar. Thus, it was confirmed that students taught English language grammar using VAK instructional strategy performed better than those taught using the lecture method. It was recommended among others things, that SSS English language teachers should align the curriculum for English language grammar instruction with the principles of VAK. This means that learning content should be structured to employ a multimodal approach that incorporates elements from all three styles. 

Keywords: Kinesthetic, quasi-experimental, strategy, posttest, multimodal

Impact Statement

The study on the effect of Visual Auditory Kinesthetic (VAK) instructional strategies on Senior Secondary 2 students’ achievement in English language grammar in Abia State, Nigeria, highlights the significance of adaptive teaching methods in enhancing language proficiency. By demonstrating that students taught using VAK strategies outperformed those taught through traditional lecture methods, the research underscores the necessity for educators to embrace multimodal teaching approaches.

This work has several key implications:

  1. Improved Educational Practices: The findings advocate for a shift in teaching methodologies, encouraging educators to integrate visual, auditory, and kinesthetic elements into their lessons. This can lead to more engaging and effective learning experiences for students.

  2. Policy Recommendations: The study provides evidence that can inform curriculum design and educational policies, promoting the incorporation of VAK strategies in teacher training programs and school curricula.

  3. Addressing Learning Diversity: By recognizing the diverse learning styles of students, the research supports the development of inclusive educational environments that cater to individual preferences, potentially reducing the achievement gap among different student groups.

  4. Foundation for Future Research: The results pave the way for further studies investigating the long-term effects of VAK strategies on language learning and other subjects, contributing to the broader field of educational research.

 

Overall, this study serves as a catalyst for educational improvement, aiming to enhance students’ grammar proficiency and overall academic performance through innovative teaching strategies.

About The Author

Dr. Ogbu Eke is a seasoned education professional with over 15 years of experience in curriculum development, instructional design, and teacher training. He is a senior lecturer in the Department of Curriculum Studies and Educational Technology, Alvan Ikoku Federal University of Education, Owerri, Imo State Nigeria. He holds a Ph.D. in Curriculum Studies and Instruction and has made significant contributions to the field through his extensive research and publications.

As an active member of prestigious academic organizations such as the Curriculum Organization of Nigeria (CON), World Council for Curriculum and Instruction (WCCI), and the Teacher Registration Council of Nigeria, Dr. Eke is deeply engaged in shaping educational policies and practices. His areas of expertise include integrating technology in language instruction, addressing climate change and sustainable development in the curriculum, and promoting learner autonomy and collaborative learning strategies.

With a strong focus on practical, evidence-based solutions, Dr. Eke has demonstrated his ability to translate research into impactful classroom practices. He is passionate about empowering teachers and developing innovative instructional approaches that foster student success and community engagement. His work has been recognized with several awards, including the Young African Leaders Journal of Development Certificate of Outstanding Contributions in Research and the Students’ Union Government AlvanIkoku Federal College of Education Award of Outstanding Lecturer of the Year.

Dr. Eke’s commitment to educational excellence and his collaborative leadership style make him a valuable asset in any academic or educational institution.

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