Effectiveness of the Teaching Methods of Elementary Reading on Pupils' Academic Performance PDF

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Education 2017, 7(6): 112-123 DOI: 10.5923/j.edu.20170706.02 Effectiveness of the Teaching Methods of Elementary Reading on Pupils’ Academic Performance Corneille Luboya Tshiunza1, Simon Kaukungwa Shilongo1,*, Guillaume Bofio Bina2 1 School of Education, Central China Normal University, Wuhan, China...

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Effectiveness of the Teaching Methods of Elementary Reading on Pupils' Academic Performance Corneille Luboya

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Education 2017, 7(6): 112-123 DOI: 10.5923/j.edu.20170706.02

Effectiveness of the Teaching Methods of Elementary Reading on Pupils’ Academic Performance Corneille Luboya Tshiunza1, Simon Kaukungwa Shilongo1,*, Guillaume Bofio Bina2 1

School of Education, Central China Normal University, Wuhan, China School of Psychology and Educational Sciences, National Pedagogical University, Kinshasa, DR Congo

2

Abstract In most of developing countries, many graduated pupils of primary school have very lower skills in reading. For example in Democratic Republic of Congo (DR Congo), 50% of pupils of elementary degree of primary school have learning difficulties, especially in reading. It has proved the importance of teaching methods on the pupils’ performance in reading. This comparative quantitative and quasi-experimental study conducted with 360 pupils from eight primary schools, aims to test the effectiveness of four teaching methods used with TDM and ICT in teaching reading in order to determine what a teaching method contributes to higher performance of pupils in reading or what among four methods would be most suitable. The findings could help teachers to select the best method to adopt in their teaching.

Keywords Teaching Method, Elementary Reading, Teaching of elementary reading, Global, Syllabic, Mixed and Inducto-Deductive Methods

1. Introduction Several studies on the effectiveness of teaching methods, for example the “Follow Through” project brought back by Slavin (2002), the studies of Evans and Carr (1985), Stallings, Cory, Fairweather, and Needels (1978) on impact of Direct Instruction on student academic achievement; the experiment of Zahorik, Molnar, Ehrle, and Halbach (2000); the study conducted by Molnar, Smith, Zahorik, Halbach, Ehrle, Hoffman, and Cross (2001) reported on the National Reading Panel and the meta-analysis of Borman, Hewes, Overman, and Brown (2002). All of these studies showed the relationship between the effectiveness of the teaching methods and the pupils’ academic performance in primary schools. In most developing countries as DR Congo, the level of reading of pupils is low in the elementary phase of schooling. The success mean from the International Test-PASEC-RD Congo (2010 in RD. Congo-MINEPSP, RESEN, 2014) on the reading ability of pupils in the second year was 50%. The main question arising from these revelations is: why are there such remarkable weaknesses in reading? This situation can be attributed to several factors, many of which relate to the teaching methods. The reading skills are supposed to have been acquired already in the first two years of primary education; this is also the phase where most cases of learning * Corresponding author: [email protected] (Simon Kaukungwa Shilongo) Published online at http://journal.sapub.org/edu Copyright © 2017 Scientific & Academic Publishing. All Rights Reserved

disorders, in particular dysgraphia, dysorthography and dyslexia, are detected. This study focused on the teaching methods of reading in elementary school. With regard to the teaching of reading, DR Congo’s National curriculum of Primary Education (PNEP, 2014) recommends four possible teaching methods and educational equipment for the teachers. The purpose of this quantitative and quasi-experimental study was to test the theory of the positive effects of an effective teaching method by comparing the effectiveness of different teaching methods used in elementary reading on the pupils’ academic performance, while controlling the socio-professional characteristics of the teachers, the socio-economic characteristics of the parents and the targeted population of second year pupils in primary school. The four teaching methods are: (i) the global method, (ii) the syllabic method, (iii) the mixed method (global and syllabic) and (iv) the inductive-deductive method. Teachers have the liberty of choosing one of these teaching methods based on the educational tools available. It should be noted that currently in DR Congo (Kinshasa); certain viable schools are equipped with Information and Communication Technology (ICT) equipment for teaching. This study sought to answer the following research questions: What teaching method is most effective for teaching reading to pupils in primary schools? Is there a statistically significant difference in the pupils’ academic performance based on the various teaching methods for elementary reading? The study attempted to test the following two statistical assumptions:

Education 2017, 7(6): 112-123

Null hypothesis (Ho):

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information based on their previous knowledge and experiences. They build their own knowledge base by There is no statistically significant difference in the pupils’ deriving their own meanings from information, connecting academic performance in elementary reading when taught new concepts and skills to what they already know. Children using the various teaching methods (global, syllabic, mixed do not always understand what precision in meaning and inducto-deductive) with either traditional didactic demands and are also unable to call to mind what words they equipment (TDE) or information and communication require in speech and writing and apply them correctly technology (ICT) equipment. Where (Irwin, 1967). M1=M2=M3=M4=M5=M6=M7=M8. In DR Congo, elementary reading is a set of principles Alternative hypothesis (H1): which organize the orientation and implementation of the There is a statistically significant difference in the pupils’ teaching of reading at the beginning of primary school. It is academic performance in elementary reading when taught the kind of reading taught in the first phase of the first three using the various teaching methods (global, syllabic, mixed years of primary school. In the elementary phase, the and inducto-deductive) with either traditional didactic emphasis is usually on the following: French alphabet in two equipment (TDE) or information and communication groups: vowels and consonants, and in six groups: (1) the technology (ICT) equipment. Where M1 ≠ M2 ≠ M3 ≠ M4 ≠ generating letter “e”; (2) letters of group “c” (c, o, a, d, g); (3) M5 ≠ M6 ≠ M7 ≠ M8. letters of group “l” (i, f, b, h, k, t); (4) letters of group “i” (i, u, j, p, s, r, z, o, u, z); (5) letters of group “n” (n m v w, y); (6) capital letters (according to their form: A, M, NR – I, F, J, H, 2. Theoretical Perspectives K, T, Z – Q, L - D – Q, E – P, B, R – O, C – U, Y – V, W). In addition, pupils also have to study the sounds, words, Teaching Method or Method of Teaching syllables, and the formulation of simple sentences on several In education, the teaching method is understood as a topics, such as family, parts of the human body, study of a rational and logical way used to help the pupils to learn local area, the school, clothing, events, food, the dwelling, something. According to Ibeki (2007:194), the teaching fauna, flora, transport, communication, games, colours and method is the general, structured and logical approach which the market (DR Congo’ National Curriculum of Primary dominates during a lesson with the purpose to help pupils Education, 2014). acquire knowledge. It is structured and organized Theoretical Models of the Teaching Methods of diagrammatically and composed of different stages in order Elementary Reading to attain the intended goal. It is also described as “logical” With regard to the teaching of elementary reading, this because it must have a scientific foundation and a coherent study confirmed that most of the teachers are still confined to sequence. the didactic models elaborated and suggested by the official The use of a good teaching method is associated with methodological directives of Ministry of education. The multiple benefits. Such benefits include: facilitating a debates focus on the polarity between “global methods” and teacher to progress easily while avoiding fumbling in his or “syllabic methods”. In the first case, the pupils memorize all her lesson; improving the outcomes in a given class; saving the words, whilst in the second, the pupils need to memorize time as well as energy; and effectively achieving the set letters associated with sounds and syllables, and interpret the objectives. However, despite these multiple benefits, the words starting from these units. In DR Congo four didactic choice of method depends on the nature of the pupils who models have been described and distinguished. form a class (age, capacities or average intellectual level, The Inducto-deductive Method involves two processes. pre-assets, etc.), the discipline of teaching, the assigned time, The first is the inductive process, which includes concrete the climate of the class and the requirements particular to the examples, observable cases, rules and general principles. method used. The second process is the deductive process which includes Elementary Teaching of Reading the rules or general laws stated which lead to experiments To read is to extract from a graphical language the and applications. It is generally about using the general rule pronunciation and the significance which corresponds with it. of the formula and the general principle to arrive at the It is also to transform the graphical signs into phonetics by concrete examples or observable cases. associating directions and mental and somatic faculties. The Global Method moves from the complex and Actually teaching reading consisted of four components of comprehensible elements (sentences, words) to the simple language such as reading, speaking, writing and listening and non-comprehensible elements (syllables, letters, words into other subjects of the curriculum (Irwin, 1967). Kemba, or sounds). This method is also called “analytical” because it (2005: 28) states that in teaching of reading the “connections mainly focuses on examining pupils in detail. Sometimes it is are made between disciplines, such as science and language referred to as “ideo-visual” because it goes primarily from arts, and taught through conceptual themes, such as inventors the idea presented by the child to the knowledge of the real or the weather”. The contemporary perspective of reading is image of the object (Claparède, 1908; Wallon 1952, 1953; that the pupil is an active learner. Learners interact with new Hamaïde, 1946; Seger, 1926, 1939; Foucambert, 1986;

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Corneille Luboya Tshiunza et al.: Effectiveness of the Teaching Methods of Elementary Reading on Pupils’ Academic Performance

Beaume, 2006). However, the Phonetic or Syllabic Method is also referred to as the method of epilation. The method is associated with the verb “to spell” and therefore mainly focuses on the letters, syllables and sentences. It is described as “epilation” because it helps pupils to learn letter by letter. It is known as “phonetics” because it is the starting point in the study of sounds (Bryant, 1990; Joshi, Leong and Kaczmarek, 2003). The Mixed Method (Global and Syllabic) is called “semi-global or semi-syllabic method” and combines the advantages of the two methods. The mixed method presents many varieties in its application. The semi-global method resembles the global method because it starts from sentences and recognized words. It resembles the synthetic or syllabic method because the pupil learns each letter in turns without delaying. Thus, the child can acquire the skills of reading, writing, calculation, and resolution of problems and the aptitude to continue to learn. This method requires the child to observe things, facts and phenomena and describe them, judge them and reason, i.e., to act and to think by combining the four categories of language (reading, verbal expression, writing and oral comprehension) (Brighelli, 2005). In DR Congo, teachers generally use these various methods together with traditional didactic equipment (TDE) which can be natural or artificial, manufactured or bought, coming from plants, animals or from decorative and coloured images. Some teachers in schools equipped with ICT use technological equipment such as television, video-projectors and computers. The two alternative tools (TDE and ICT) associated with the four methods mentioned above make a combination of eight methods. This study attempted to test the effects of these eight methods on students’ academic performance. Legrain (2003) displays the results of Mingat’s (Institute for Research in the Sociology and Economics of Education, Dijon) study, which sought to determine the importance of various factors on academic success. Indeed, these results showed 70% of the causes of the variation in the degree of success. 50% of the variations in success were allotted to the particular characteristics of the pupil. The remaining 20% were distributed between logistics and means (5%) and the methods of teaching used by the teachers (15%). With regard to logistics and training, Marty (1996) carried out a research related to the practices of reading and writing in primary school using new technologies. Marty observed that in Parisian schools, pupils carry out the tasks of reading and writing in front of computers, with the guidance of adults and in co-operation with peers. She concludes that the child can develop new linguistic competences within the school framework through the use of information and communication technologies (ICTs) and through interaction with more experienced adults and other pupils. Audran (2001: 385) considers the reciprocal influences related to the use of new ICTs by the actors in the school. He found that the ICTs are used in class by the teachers, on the one hand to complement the traditional methods; while on

the other hand, they use ICTs for their own personal benefit. Several studies show that ICT increases motivation in training. The most quoted motivational aspects of ICT in education research are, as Karsenti, Brodeur, Deaudelin, Larose, and Tardif (2002) point out: (i) they are more compatible with modern equipment or mediums; (ii) there is a possibility of greater autonomy in learning; (iii) the nature of the training is more personalised; and finally (iv) there is a possibility of regular and faster feedback (Karsenti, Fortin, Larose and Clément, 2002). Balanskat, Blamire & Kefala (2006) conducted a study carried out in in national, international, and European schools, with the aim of gathering evidence regard to the advantages and benefits of ICT in school achievements. The findings showed a positive impact on student performance in primary school, particularly in English language, although the effects are less significant in the sciences. ICT also develop some writing skills: spelling, grammar, punctuation, editing and re-drafting. Still new technologies encourage independent and active learning, and students’ responsibility for their own learning (Pedretti, Mayer-Smith and Woodrow, 1998; Passey, 1999; Ofsted, 2002; Lewin et al, 2000). The four abovementioned methods can also be effective when used together with either traditional didactic equipment or technological equipment. The latter also has its effects on the output of the pupils due to their nature. Traditional didactic equipment (TDE) and ICTs have therefore proven to be equally effective. It should also be stressed that certain variables, such as age may influence pupils’ performance. Gilly (1965) highlights the influence of age on school performance and concludes that the younger children do have the chances to achieve the higher performance but the pupils who were normal or old age of schooling were achieved the higher performances. With regard to the gender of pupils, Fouedjio (2008) study found that girls improved in their reading scores by 65%, while boys’ performance scores improved by only 30%. This seems to suggest that boys are more gifted in mathematical disciplines and girls are better with the languages or arts.

3. Methodology Research Design This study was inspired and based on the epistemological paradigm of positivism and the quantitative approach (Tashakkori & Teddlie, 2010; Creswell, 2014). The study is the second level of research in education, using quantitative and quasi-experimental methods to compare the impact of the four teaching methods when used with either TDE or ICT on the elementary reading of pupils from eight primary schools. Participants We decided on a nonprobability sample taking into account the nature of this study (Babbie, 1990; Fink, 1995). The data collected from the annual reports of inspection of

Education 2017, 7(6): 112-123

national schools. Firstly, we compiled extracts of the purposive sample, composed of eight primary schools in various educational provinces (Kinshasa East, West and Central in DR Congo), taking into account the methods used in the teaching of elementary reading in second year of school. Secondly, we looked at the attendance registers of the eight schools chosen to constitute the sample. The inclusion or exclusion criteria of pupils were as follows: (i) being a registered pupil and regularly attending a selected class in the schools participating in this study; (ii) having French language as mother tongue; and (iii) having a normal IQ (DSM-IV) based on the intelligence test of Cattell (1937) Version 2a and the Catch Test of Florence Goodenough (1926), which constitutes the average speed to detect the level of the intelligence of children from 3 to 14 years. Below is the summary of results of the test done on selected pupils by school.

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The initial sample consisted of 480 pupils from the eight targeted schools, i.e., 60 pupils per school. However, only 360 pupils (45 pupils per school) who had the required IQ (between 110 and 121) were retained (Horn, J., 2001). Overall, the school performance mean of the pupils oscillated between 60% and 68% per class or school, which was higher than the mean envisaged by the national criteria (50%). The girls accounted for 49.2% of the sample compared to 50.8% for the boys, while the pupils’ age mean in the study sample was 7.13 years. The pupils’ IQ general mean on the Cattell 2A Test was 112.77. However, for the Catch Test the mean was 113. We used the nonparametric test of Wilcoxon to compare the difference between the IQ obtained from the two tests by study subject (T = 183; NR = 5; α = 0.05; Tob = 183; T α = (.05) = T obs.). Therefore there was no difference. The following can be noted from this summary table:

Table 1. Sample and its Characteristics, by School and Method School (Method)

No. of pupils (n=360)

Age (years)

Result (1st Year)

Cattell Test (2a) (Average)

Catch Test (Average)

IQ Criteria DSM-IV

Bobokoli (Global TDE)

45

6-9

54 – 78

109,68

111,02

Valid

Alingba (Syllabic TDE)

45

6-8

58 – 74

105,63

111,40

Valid

Ste Famille (Inducto-deductive TDE)

45

7-8

56 – 82

120,50

117,60

Valid

Bonsomi (Mixed TDE)

45

6-9

52 – 71

117,08

115,21

Valid

Boboto (Global ICT)

45

6-9

56 – 80

111,05

110,09

Valid

Moke (Syllabic ICT)

45

6-8

60 – 84

110,11

112,82

Valid

St George (Inducto-ded...