Integration of Games in Teaching English and Performance of Students in Learning Parts of Speech

Abstract

This project focused on the Integration of Games in English and performance of students in the parts of speech. It delved on the level of performance of the control and experimental groups in pretest and posttest in the parts of speech as to: Naming Words, Modifying, and Connecting and significant difference between the pretest and posttest scores of the control and experimental groups and significant difference in the increase from the pretest and posttest scores between the control and experimental groups. The study utilized the quasi-experimental design to determine the effectiveness in integrating games in teaching English to college students by employing Wilcoxon Singed Rank Test and Mann Whitney U Test.

The study revealed the following major findings: The students were not really competent from the parts of speech, particularly, nouns and prepositions in the pretest. While in the posttest, they improved with satisfactory and outstanding performances. The rest of the parts of speech were consistent in control group. Interestingly, the experimental group was competent. They were consistent in pronoun and adjective with outstanding performance while the rest got satisfactory and very satisfactory performances. Hence, employing games in teaching the parts of speech significantly improved the performance of the students. Further, there was no significant difference between the pretest and posttest performance in terms of pronoun and adjective from the control group. However, there was a significant difference between the pretest-posttest scores in the parts of speech as to noun, pronoun, adjective, adverb, preposition, and conjunction of the students in the experimental group. Conventional and game-based methods were both effective in teaching the parts of speech. Finally, there was a significant difference from the gained scores between the control and the experimental group in terms of learning adjective. Thus, learning noun, pronoun, adverb, preposition and conjunction, conventional method alone or application with games were equally effective. Hence, the students manifested creative and critical thinking skills.