Effects of Non-Verbal Strategy for Teaching English Language on the Academic Achievements of Secondary School Students in Anambra State, Nigeria

Abstract

The effects of using non-verbal strategy for teaching English Language on students’ academic achievement was studied. The study involved quasi-experimental design using two group randomized pre- and post-test control and experimental groups. The sample for the study was randomly drawn from two secondary schools in Awka Urban, Anambra State, Nigeria. One intact class from each school was randomly assigned to an experimental group while the other was the control group. An instrument of forty items, based on Lexis and structure in English Language was developed, validated, and used for the study. The English Language teachers for the experimental groups were trained on the use of non-verbal strategy in motivating students using gesticulations, while the control group was taught without non-verbal strategy for the same number of periods of teaching. We found that non-verbal strategy significantly enhanced students’ achievement in English Language. Again, female students given non-verbal praise scored more than the male students. Nonverbal strategy better improved students’ appreciation of English Language among female students than in their male counterparts. Thus, we suggest that non-verbal strategy be adopted by English Language teachers to enhance learning by students.

Keywords: English language, Non-verbal strategy, Academic Achievement, Teaching and Students.