Abstract:
The purpose of the study was to find out the role of language games in the teaching of reading
among Basic Four Pupils of New-Tafo Akim Seventh Day Adventist Primary School in the East-
Akim Municipality. Action research design was employed for the study. The study sample was
made up 36 teachers and 30 pupils. Test, questionnaire, observation and interview were used to
solicit information from the respondents. The instruments covered three main aspects: causes of
reading inability of primary four pupils, effects of reading inability on primary four pupils and
the role of language game in improving the reading skills of primary four pupils. The data
collected were analysed using Statistical Package for Social Sciences (SPSS 16). Frequency
counts and percentages were used for all the items on the survey. The responses from the
interviewees were put into themes for analysis. The study revealed that prior to the language
games the pupils reading was poor. This was ascertained during the pre-intervention results. The
study attested to the fact that language games improved the reading skills of pupils. The post-test
results indicate that the performance of students enhanced after the intervention. The study
recommends that Curriculum developers should make communicative activities such as language
games an integral part of the curriculum. Teachers should be encouraged to receive refresher
courses on pedagogical skills on the teaching of the English language especially on how to teach
reading as well as new modes and techniques for effective teaching and learning.
Description:
DISSERTATION SUBMITTED TO THE DEPARTMENT OF APPLIED LINGUISTICS,
FACULTY OF FOREIGN LANGUAGES EDUCATION AND COMMUNICATION,
UNIVERSITY OF EDUCATION, WENNEBA, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR AWARD OF MASTER OF EDUCATION (TEACHING
ENGLISH AS A SECOND LANGUAGE) DEGREE
SEPTEMBER, 2018