Using language games to improve the spelling ability of primary four pupils of Kormantse Methodist Primary ‘A’

2022 IJRSE – Volume 11 Issue 13

Available Online:  18 August 2022

Author/s:

Mensah, Regina A. T.
Our Lady of Apostles (OLA) College of Education, Ghana (adjomens@gmail.com)

Ansah, Richard
Our Lady of Apostles (OLA) College of Education, Ghana (richardazigi@yahoo.co.uk)

Agbaglo, Ebenezer*
University of Cape Coast, Ghana (ebenezer.agbaglo@stu.ucc.edu.gh)

Abstract:

This study was intended to find out how effective and efficient the use of games are in teaching spelling in order to develop the spelling abilities of pupils in primary four of Kormanstse Methodist primary ‘A’. This study aimed at highlighting the benefits of using spelling games as strategies for teaching spelling. The collection of data was done using the instruments teacher made tests and an interview. The research design comprised of two pre – test, four intervention and post – tests as an action research study. The pre – tests was administered to diagnose and assess the knowledge level of pupils on the topic (spelling). The intervention consisting of various spelling games was conducted to develop pupils’ ability to spell new words without struggle. After the intervention, a post – test followed. This post – test proved that the use of spelling games had a positive impact on the pupils thereby contributing significantly to pupils’ spelling abilities. Intervention applied made a great difference in the pupils’ spelling ability. The study was also recommended that teachers should be encouraged to use different games and strategies to teach spelling so that it will enhance interactive and interesting spelling lessons for better performance.

Keywords: action research, games, Ghana, Kormantse, spellings

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DOI: https://doi.org/10.5861/ijrse.2022.336

Cite this article:
Mensah, R. A. T., Ansah, R., & Agbaglo, E. (2022). Using language games to improve the spelling ability of primary four pupils of Kormantse Methodist Primary ‘A’. International Journal of Research Studies in Education, 11(12), 15-24. https://doi.org/10.5861/ijrse.2022.336

*Corresponding Author