EFFECT OF FACE-TO-SCREEN METHOD OF TEACHING ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND AFFECTIVE LEARNING IN ENGLISH COMPOSITION WRITING IN GWERU ZIMBABWE
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Date
2018-06
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Abstract
This study, actuated by low performance in English composition writing in Zimbabwe,
explored the effect of face-to-screen teaching method on secondary school students‘
affective learning and performance in English composition writing in Gweru District,
Zimbabwe. The method integrates smart phones as technology in personalized learning
in class activity. An experiment with two classes in one school was carried out. A
quasi-experimental design was employed which combined both the qualitative and
quantitative methods for complementary data collection purposes. The study used
independent sample t-test, ANCOVA and two-way ANOVA to analyze statistical data
and triangulation of the qualitative data. The study found out that the screen-to-face
method, through the smart phone, created a significant difference in both performance
and attitude where the experimental class had a positive attitude towards composition
writing and better performance in the area as compared to the control class. The face
to-screen method was found to be gender neutral in its effect on performance in English
composition writing and to improve social interactions in the classroom on mutual
respect, on task related support and on collaboration. It is recommended that teachers of
English composition writing use the face -to- screen method to improve performance in
their learners. A re-evaluation of the ban on smart phones in public schools be
considered as teachers perceived the smart phone as a potential tool for teaching and
learning of composition writing.