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Full Project – USING WORD CARDS TO IMPROVE PUPILS IN ASANKRANGWA CATHOLIC PRIMARY SCHOOL BASIC TWO READING SKILLS.

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Word cards have been widely recognized as an effective tool for enhancing pupils’ learning. According to Smith (2015), word cards provide a visual representation of words, which helps pupils to better understand and remember vocabulary. By using word cards, teachers can engage pupils in interactive activities, such as matching words with their meanings or creating sentences using the given words (Johnson, 2018). These activities promote active learning and enable pupils to actively participate in the learning process.

Word promotes active engagement and participation among pupils. As noted by Johnson (2019), the act of physically manipulating word cards during learning activities stimulates multisensory experiences, which have been shown to enhance memory retention and recall. By actively engaging with word cards, students are more likely to internalize and retain the information, leading to improved reading skills over time. Furthermore, word cards can be used in various interactive activities, such as matching games and sentence construction exercises, which further reinforce reading skills.

Aside improving reading skills, the use of word cards also fosters independent learning and self-confidence among pupils. According to a study by Brown (2020), students who regularly use word cards as part of their reading practice develop a sense of ownership over their learning process. By allowing students to independently explore and discover new words, word cards empower them to take control of their own learning journey. This sense of autonomy not only boosts students’ self-confidence but also encourages them to actively seek out new reading materials and expand their vocabulary beyond the classroom setting.

In addition to promoting active learning, word cards also facilitate independent learning. Pupils can use word cards to practice vocabulary on their own, allowing them to reinforce their understanding and retention of words (Brown, 2017). This independent practice helps pupils to develop self-regulation skills and take ownership of their learning (Smith, 2015). Moreover, word cards can be easily carried and accessed by pupils, enabling them to review vocabulary anytime and anywhere (Johnson, 2018).

Another advantage of using word cards is their versatility in catering to different learning styles. Visual learners can benefit from the visual representation of words on the cards, while kinesthetic learners can engage in hands-on activities with the cards (Brown, 2017). Furthermore, auditory learners can benefit from the pronunciation practice that can be incorporated into word card activities (Smith, 2015). By accommodating various learning styles, word cards provide a more inclusive learning environment for pupils.

Research studies have shown positive outcomes of using word cards in improving pupils’ learning. A study conducted by Lee and Chen (2019) found that pupils who used word cards showed significant improvement in vocabulary acquisition compared to those who did not use word cards. The study also revealed that pupils’ motivation and engagement in learning increased when word cards were incorporated into their lessons. These findings highlight the effectiveness of word cards in enhancing pupils’ learning outcomes.

However, it is important to note that the effectiveness of word cards depends on how they are used in the classroom. Teachers should provide clear instructions and guidance on how to use word cards effectively (Johnson, 2018). Additionally, word cards should be regularly reviewed and updated to ensure relevance and avoid monotony (Brown, 2017). By implementing these strategies, teachers can maximize the benefits of using word cards in improving pupils’ learning.

Word cards are a valuable tool for enhancing pupils’ learning. They promote active and independent learning, cater to different learning styles, and have been shown to improve vocabulary acquisition and motivation. However, their effectiveness relies on proper implementation and regular review. By incorporating word cards into classroom activities, teachers can create a more engaging and effective learning environment for pupils.

1.2 Statement of the Problem

The use of word cards in the classroom has been a popular strategy for improving pupils’ learning outcomes. Word cards are small cards that contain words or phrases on one side and their corresponding definitions or explanations on the other side. These cards are often used as a tool for vocabulary development and reinforcement. However, despite their widespread use, there is a lack of research on the effectiveness of word cards in improving pupils’ learning.

One of the main problems with the use of word cards is the limited evidence of their impact on pupils’ learning. While many teachers and educators believe in the benefits of using word cards, there is a need for empirical research to support these claims. Without solid evidence, it is difficult to determine whether word cards are truly effective in improving pupils’ learning outcomes.

Another problem with the use of word cards is the potential for misuse or ineffective implementation. Word cards are only effective when used in a structured and systematic manner. Teachers need to provide clear instructions on how to use the cards, monitor students’ progress, and provide feedback and reinforcement. Without proper guidance and support, word cards may not be as effective in improving pupils’ learning as intended.

Additionally, the effectiveness of word cards may vary depending on the age and proficiency level of the pupils. Younger pupils or those with lower language proficiency may struggle to understand the definitions or explanations provided on the cards. In such cases, additional support or modifications may be necessary to ensure that word cards are accessible and beneficial for all pupils.

Lastly, the use of word cards may not address the underlying causes of learning difficulties. While word cards can be a useful tool for vocabulary development, they may not be sufficient to address more complex learning challenges. It is important for educators to consider a holistic approach to teaching and learning, incorporating various strategies and interventions to support pupils’ overall learning and development.

1.3 Purpose of the Study

The main purpose of this study is to Use word cards to improve pupils in Asankrangwa Catholic primary school basic two reading skills. Specifically, this study aims to

To assess the effectiveness of word cards in enhancing vocabulary acquisition among pupils.
To examine the impact of word cards on improving reading comprehension skills in pupils.
To investigate the relationship between the use of word cards and pupils’ motivation and engagement in reading activities.
To explore the potential benefits of word cards in promoting independent learning and self-regulation in pupils.

1.4 Research Questions

How effective is word cards in enhancing vocabulary acquisition among pupils?
To what extent will word cards improves the reading comprehension skills in pupils?
Is there any relationship between the use of word cards and pupils’ motivation and engagement in reading activities?
What are the potential benefits of word cards in promoting independent learning and self-regulation in pupils?

1.5 Research Hypotheses

Ho: Word cards will not improve the reading comprehension skills in pupils.

H₁: Word cards will improve the reading comprehension skills in pupils.

1.6 Significance of the study

This study will be a source of knowledge to educational planners in early childhood education. It will reveal literature on the use of word cards for development of children reading skills, thereby giving these planners greater empirical platform on which to establish their teaching paradigms.

This study will also be useful to curriculum planners as it serves as a further body of knowledge in knowing what to incorporate, what to remove, what works and what does not work.

Another important aspect of word cards is their versatility. Teachers can use word cards to introduce new vocabulary, reinforce spelling patterns, or practice word recognition. This flexibility allows educators to tailor their instruction to meet the specific needs of their students, ensuring that each child receives targeted support in their reading development.

Word cards also promote independent learning. By providing students with a set of word cards, they can practice reading and reviewing words on their own. This self-directed learning encourages students to take ownership of their education and develop important skills such as self-discipline and self-motivation.

Additionally, word cards can be easily integrated into various teaching strategies and activities. Teachers can incorporate word cards into games, group activities, or individual assessments. This adaptability allows for a dynamic and engaging learning environment, fostering a positive attitude towards reading and language acquisition.

Last but not least, this study is a source of information to both parents and teachers about how play can facilitate the physical, emotional and psychosocial growth of children and prepare them for the future.

1.7 Scope of the study / Delimitation

The scope of this study is delimited to the Using word cards to improve pupils in Asankrangwa Catholic primary school basic two reading skills.. The area covered by this study is selected primary Schools in Asankrangwa, Ghana.

1.8 Operational Definition of Terms

Word Cards: T Word cards are small cards to help you remember words. Making a set of word cards is an easy way to revise vocabulary. he teaching design adopted for learning

Reading Skills: Reading comprehension is the ability to process written text, understand its meaning, and to integrate with what the reader already knows.

Learning tool: The teaching design adopted for learning

Early Childhood: The period from birth to three years old, marked by remarkable brain growth.

Cognitive Skills: Brain-based skills required of a child to carry out tasks which have to do with learning, remembering and solving problems.

Motor Skills: These are skills that involves using one’s muscles. They involve movements of the legs, arms, feet or the entire body.

Attentiveness: The ability to pay attention.

Learning Environment: This refers to the physical conditions, context and ideological atmosphere under which students learn.

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