Investigating the Effective Teaching of Modal Verbs Using Discussion and Group Method. A Case Study of Two Senior Secondary Schools in Ago Iwoye
CHAPTER ONE
Objectives of the Study
This research aims to achieve three specific objectives:
- To examine the current methods employed for teaching modal verbs in senior secondary schools in Ago Iwoye.
- To assess the effectiveness of discussion and group methods in enhancing students’ comprehension and application of modal verbs.
- To provide recommendations for improving the teaching of modal verbs in senior secondary schools in Ago Iwoye.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Modal Verbs
Modal verbs, a key element in English grammar, hold a pivotal role in shaping the intricacies of language expression (Atkinson et al., 2019). These verbs, including ‘can,’ ‘must,’ ‘may,’ and ‘should,’ function as auxiliary verbs that convey subtle nuances in language, influencing the degree of possibility, obligation, necessity, and permission in communication (Ibrahim & Bello, 2020).
Modal verbs introduce a layer of meaning that goes beyond the mere exchange of words, and they are integral to effective language use (Okoro, 2017). The understanding of modal verbs is crucial for students, especially in senior secondary schools, as it significantly impacts their language competence and communication skills (Banjo et al., 2021). When students grasp the proper usage of modal verbs, they gain the ability to express themselves more precisely, catering to a variety of communication contexts (Naeini, 2021).
Moreover, the mastery of modal verbs is an essential milestone in language development, marking the transition from basic to more advanced language proficiency (Suleiman & Adam, 2019). The correct application of these verbs enables students to convey different shades of meaning, from expressing possibilities, such as ‘may’ and ‘might,’ to asserting obligations, as with ‘must’ and ‘should’ (Crystal, 2003).
However, the intricacies of modal verbs, such as the differences between ‘can’ and ‘could,’ ‘shall’ and ‘should,’ and ‘will’ and ‘would,’ often pose significant challenges for learners (Eka, 2020). The intricate rules and varied usages of these verbs can result in grammatical errors and misinterpretation of sentences, making them a critical area of study and instruction in language education (Josiah & Essien, 2015).
In summary, the fundamental concepts surrounding modal verbs underscore their pivotal role in the English language. These verbs provide learners with the tools to express nuances, possibilities, obligations, and permissions in communication. The intricate nature of modal verbs necessitates effective instruction to overcome the challenges students face when learning them (Eka, 2020). This understanding sets the stage for exploring innovative teaching methods, such as discussion and group approaches, as a means to facilitate a deeper comprehension and practical application of modal verbs in senior secondary schools.
English Language Curriculum
The English language curriculum forms the foundation of language education in senior secondary schools, serving as a roadmap for what students need to learn and achieve. A critical overview of this curriculum is essential to contextualize the teaching of modal verbs and to identify any existing limitations or challenges (Orlich et al., 2012).
In Nigeria, as in many other parts of the world, the English language curriculum is meticulously designed to cover various language components, including grammar, vocabulary, comprehension, and composition (Banjo et al., 2021). Modal verbs find their place within the realm of grammar, representing a fundamental aspect of the curriculum (Usman & Mustafa, 2020).
An examination of the English language curriculum reveals its comprehensive nature, encompassing grammar rules, syntax, and various language skills. Yet, it also highlights potential shortcomings, such as a focus on traditional methods that may not effectively address the intricacies of modal verbs (Bhatt, 2017). These traditional methods often emphasize rote learning and memorization, potentially hindering a deep understanding and practical application of modal verbs (Chukwurah et al., 2020).
Moreover, the curriculum sets the stage for evaluating whether modern pedagogical principles, such as active learning and student-centred approaches, are effectively integrated into the teaching of modal verbs (Richards & Rodgers, 2022). The curriculum must be flexible and adaptable to the changing needs and expectations of students in senior secondary schools (Nunan, 2015).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter elaborates on the research methodology applied in the study, addressing aspects such as research design, population, sampling technique and size, sources and methods of data collection, data analysis, validity and reliability, and ethical considerations. The research’s primary objective is to investigate the effective teaching of modal verbs using discussion and group methods in two senior secondary schools in Ago Iwoye, Nigeria. The selected research methodologies align with the study’s goals and aim to provide a comprehensive understanding of the teaching methods for modal verbs in this specific context.
Research Design
The research design for this study is primarily quantitative. A quantitative survey research design was chosen for several reasons. Saunders et al. (2019) emphasize that quantitative research designs are well-suited for studies aiming to collect numerical data and analyze it statistically. This design enables the researcher to obtain a large amount of data from a substantial sample size, allowing for the generalizability of findings. Given the study’s objective to assess the teaching of modal verbs in senior secondary schools, quantitative methods are appropriate for measuring and analyzing the effectiveness of discussion and group methods. The research design also accommodates the use of a structured questionnaire to collect data from a sizeable number of respondents efficiently.
Population of the Study
The target population for this study consists of senior secondary school students in Ago Iwoye, Nigeria. The justification for selecting this population of approximately 1,200 respondents lies in the relevance of the study to their educational context. Senior secondary students are actively engaged in learning English grammar, including the use of modal verbs. Understanding the effectiveness of teaching methods in this context is crucial for improving language education (Anderson, Fontinha, & Robson, 2020).
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
Data Presentation
Table 4.1 provides a distribution of the questionnaires, presenting insightful data on the response rate for this study. Of the total 120 questionnaires distributed, 104 were returned and completed, representing a response rate of 86.7%. On the other hand, 16 questionnaires were not returned or remained incomplete, constituting 13.3% of the total distributed. These results indicate a relatively high response rate, reflecting a strong engagement from the selected respondents in Ago Iwoye, Nigeria.
The high response rate of 86.7% is a positive indicator of the research’s success in garnering active participation from the senior secondary school community in Ago Iwoye. The robust engagement from the respondents suggests a genuine interest in the study’s subject matter, which is the teaching of modal verbs using discussion and group methods. A response rate exceeding 80% is generally considered excellent in research, as it signifies a representative and substantial dataset. The relatively low rate of unreturned or incomplete questionnaires, at 13.3%, demonstrates a minimal loss of data, further enhancing the overall reliability of the study. These results affirm the study’s sound methodology and its ability to provide valuable insights into the effective teaching of modal verbs in this educational context.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
The findings of this study provide valuable insights into the teaching of modal verbs in senior secondary schools in Ago Iwoye, Nigeria. The research aimed to assess the effectiveness of discussion and group methods as innovative approaches to modal verb instruction and to explore their impact on students’ comprehension and application of modal verbs.
The first set of findings (Tables 4.5 to 4.7) reveals the current landscape of modal verb instruction in the senior secondary schools of Ago Iwoye. It is evident from these findings that the traditional lecture-based approach is predominantly used for teaching modal verbs. While there is agreement among some respondents about the effectiveness of this approach, a significant number express uncertainty or disagreement. The introduction of interactive discussions and group activities as part of modal verb instruction appears to be moderately prevalent. There is relatively strong agreement that these methods enhance students’ comprehension and application of modal verbs.
Moving on to Tables 4.8 to 4.10, we find that a considerable number of respondents strongly agree or agree that discussion and group methods significantly enhance students’ comprehension and application of modal verbs. These findings indicate the potential of innovative teaching approaches to make a significant impact in the context of modal verb instruction.
Conclusion
In conclusion, the results of the hypotheses tested in this study provide essential insights into the teaching of modal verbs in senior secondary schools in Ago Iwoye, Nigeria. The findings reveal a significant difference in the effectiveness of traditional lecture-based methods compared to discussion and group methods in enhancing students’ comprehension and application of modal verbs. Specifically, the one-sample t-test results indicate a statistically significant difference, with the t-statistic exceeding the critical table value.
The study’s first hypothesis, which posited no significant difference in the comprehension and application of modal verbs between students taught using traditional methods and those taught using discussion and group methods was firmly rejected based on the computed t-statistic. This indicates that discussion and group methods have a meaningful impact on students’ engagement with modal verbs, improving their understanding and practical application of these linguistic elements.
Recommendations
Based on the findings of this study and the insights gained through the data analysis, the following recommendations are put forth:
- Incorporate Interactive Methods: Educators in senior secondary schools should adopt more interactive teaching methods, such as discussions and group activities, to enhance the comprehension and application of modal verbs. This shift towards active learning can significantly benefit students.
- Implement Teacher Training Programs: Educational authorities and institutions should consider implementing teacher training programs that focus on innovative teaching methods. These programs can equip educators with the skills and knowledge needed to effectively utilize discussion and group methods in the classroom.
- Integrate Real-Life Examples: Curriculum planners should revise English language curricula to include more real-life examples and practical exercises related to modal verbs. These examples can make learning more relatable and applicable to students.
- Facilitate Collaboration Among Educators: Educational institutions should encourage collaborative lesson planning and sharing of effective teaching practices among educators. This will create a supportive environment for the exchange of ideas and best practices.
Contribution to Knowledge
This study contributes significantly to the existing body of knowledge in the field of language education, specifically concerning the teaching of modal verbs in senior secondary schools. The contributions to knowledge can be summarized as follows:
- Advancement of Teaching Methods: One of the primary contributions of this study is the exploration and validation of innovative teaching methods, such as discussions and group activities, in the context of teaching modal verbs. Traditional teaching methods often fall short of effectively conveying complex linguistic concepts. The study’s findings confirm that these innovative approaches can substantially enhance students’ comprehension and application of modal verbs. This adds to the growing body of evidence supporting the effectiveness of student-centred, active learning methods in language education.
- Empirical Insights in a Local Context: The study focuses on Ago Iwoye, Nigeria, shedding light on a local context that has received limited attention in the existing literature. By conducting research in this region, the study offers valuable insights into the challenges and opportunities specific to this context. This empirical understanding can serve as a reference point for educational authorities, curriculum planners, and educators in Ago Iwoye, enabling them to make informed decisions regarding language instruction.
- Ethical Considerations in Research: This study emphasizes the significance of ethical research practices when conducting studies involving human subjects. It underscores the importance of obtaining informed consent, ensuring anonymity and confidentiality, and seeking ethical approvals from relevant authorities. These ethical considerations contribute to the responsible and conscientious conduct of research, which is essential in safeguarding the rights and well-being of participants.
- Bridging the Gap in Literature: The study identifies several gaps in the existing literature. It points out the need for more research on the teaching of modal verbs in senior secondary schools, particularly in local contexts such as Ago Iwoye. Additionally, the limited application of discussion and group methods in modal verb instruction has been underexplored. By recognizing these gaps, the study calls for further research in these specific areas to contribute to a more comprehensive understanding of language education.
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