The impacts of deictic games as predictors of peer learning on english language vocabulary building
DOI:
https://doi.org/10.51247/p18ys271Keywords:
Optimal control game, human interface, Instructional strategiesAbstract
This research aims to examine the impact of a deictic game as a predictor of students’ English language vocabulary building. A total of 120 Junior Secondary Schools One (J.S.S.I) students and three teachers participated in this study, drawn from Education District III in Lagos Island. The participants were assigned to either the experimental or control group. A baseline test (pre-test) was conducted for all the subjects before they were exposed to English language vocabulary building, in which teaching exercises were conducted for four weeks. The experimental group underwent the treatment protocol, followed by a post-test, for the two groups. The research employed a mixed-methods approach, combining quantitative data from class ecology with qualitative data from the interviews. An analysis of covariance was conducted to detect differences in English language building capability. The results showed a significant difference in the performance between the experimental and control groups. This implies that peer learning and deictic games significantly influenced vocabulary building. Moreover, gender class has no significant effect on peer learning and gaming activities in this study. The performance of the participant was due to either individual ability and/or collective efforts. The results therefore showed that α = 0.05, df = 119, R = 0.784. The Manifestation of peer learning and deictic games showed that α = 0.05, df = 118, based on tobs = 6.84 > 1.96. These established relationships between peer learning and deictic games.
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Copyright (c) 2026 Mukaila Ayinde Olatoye, Ahmed Orilonise Salami, Muideen Akintunde Ademola, Obiabuchi Martin Nnanna, Chikodili Odirachukwumma Anosike
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