An Experimental Comparison of the Systematic and Incidental of Methods of Teaching Spelling to Grade Nine Ethiopian Students
No Thumbnail Available
Date
1985-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
Th e s t ~ t eme nt of the problem which this r esearch is
c once rned with is to determine whethe r the incidental me thod
or the systematic method i s mo r e e ffectiv e in teaching sp e lling
to grade nine Eth i opian students.
For this purpose , four sections of grade nine students
were selected by drawing l ots. By drawing l ots, they were
a ls o ass ~ ed t o ~vo sections in t he c ontrol group a nd the
"
other two sections in the ex periment a l gr oup . A pre-tes t
which was pr epared b y the r esearch er was g iven t o b o th groups.
The r esult of the p r e - test indicated that students in bot.
gr oups had similar b a ckgrounds . For thre e and a half mOlths,
the students l earned spelling : the c ontrol g roup through the
incident a l me thod i n the normal schedule of t I C school and the
exp erim enta l group through the systematic method on the basis
of the materia ls f or te a ching spel ling prepared by t h e
reasercher.
Af t er l e arning spelling f or t hree and a half months, a
post-test pr ep ared b y the researche r was g iven to the students
of both groups t o de t er min e the hypothes$s ,i. e . ( a) t h e Null
Hypothesis which states tha t there is no sta tist ically significant
difference between t h e incident a l met ~ od and the sys tema
tic method in teaching spelling to gr ade nine Ethiop i a n students,
and (b) t h e 1.lternate Hypo thesis which s ".; a t es that
there is a statistica lly significant diff er ence b e twe en the
incidental method and the systematic method in teaching spelling
t o grade nine Ethiopian students.The dat a collected from the pre - test and the po st-tes t
have be en used for classification a nd e v a l uation to arrive
a t a decision .
On the basis of a two-ta iled test at a 0 . 01 level of
signifi c ance , we would r eject the Null Hypothesis , if the
value of t were greater than t. 995 , wh ich f or (NE + NC - 2 )=
78 + 80 - 2 = 1 56 degr ee of freedom is 2 .58 . The c omp uted
value of t i s 6 . 08 .
Thus, we c onclude tha t at a 0.01 level of significance
there is a statistica lly s i gnif i cant differenc e in the perf
orm ance of the students in the experimental and the control
grou ps and we a ccept the ~l ternate Hypothesis at a 0 . 01
l evel of significa nc e . In addi tion t o this, the analysis
o f the responses of the ques tionnair e shows results similar
to the t-Tes t which is in f avo ur of the sys t ematic method
of teaching spelling .
On the basis of these findings, it was conc luded that
t h e systema tic me thod is mo r e effe ctive than the incidenta l
method in t eaching spelling to gr ade n ine Ethi opian students.
Rec omme ndations are made on the basis of these findings
that curriculum designers, textbook writers, and educ ators
need to r econs i der their r o l es in promoting the meth od and
the proc ess of learning-tea ching spelling and that further
research i s ne c essary on the effective t eachin~ of spelling .
Description
Keywords
Comparison, Systematic