EFFECT OF ELECTRONIC STORYBOOKS ON PRESCHOOLER’S RETENTION OF VOCABULARY AND MOTIVATION TO READ

Authors

  • Esther Onyinye Ogboru Department of Primary Education
  • Ige Veronica Obire Department of Adult and Non-Formal Education
  • Chukwuyem Henry Franci Iwelu Department of Primary Education Federal College of Education (Technical) Asaba, Delta State.

Keywords:

Preschoolers, electronic story books, vocabulary retention

Abstract

This study examined the impact of electronic storybooks on the ability of toddlers in Delta State to remember and understand vocabulary, as well as their level of enthusiasm for reading. The study utilized a quasi-experimental design. The population for this study included 1,314 nursery three children from 25 public nursery schools in Oshimili South Local Government Education Authority, Delta State. This group was made up of 645 males and 619 females. The sample for the study consisted of 150 preschoolers, representing all the 25 public nursery schools in Oshimili South Local Government Education Authority, Delta State. The study included a multi-stage sampling approach, utilizing purposive and simple random sampling procedures. Four primary schools were selected, and one intact class was chosen from each school. The schools were then assigned to either the experimental or control group. The study has six distinct objectives. The study was led by six research topics and six null hypotheses.  The data collection instruments utilized were researcher-developed tools known as the Effects of Electronics Storybooks on Preschoolers' Retention of Vocabulary and Motivation to Read (EESPRVMR). These instruments were validated by experts. The internal consistency of the EESPRVMR was calculated to be 0.94 using Kuder Richardson’s formula (K-R20). Prior to the initiation of the treatment, the EESPRVMR was administered as a pre-test to both groups in each of the selected schools. The duration of the treatment spanned a period of one month. Following the therapy session, the identical instrument, with the numbers rearranged, was given to the participants to collect the post-test results. The acquired data were utilized to address the study inquiries and validate the hypotheses. The research inquiries were addressed by employing the measures of mean and standard deviation, whereas the hypotheses were examined via the utilization of Analysis of Covariance (ANCOVA) at a significant level of 0.05. The findings revealed that the preschoolers in the experimental group exhibited a greater average score in vocabulary retention and motivation to read during the post-test phase. The findings also indicated that both male and female preschoolers in the experimental group exhibited greater average vocabulary

retention and higher average enthusiasm to read. The outcomes of the study led to the conclusion that it offered empirical evidence supporting the advantages and effectiveness of electronic storybooks in enhancing toddlers' ability to remember language and their motivation to read. It was also suggested that the government and other professional organizations should arrange workshops, seminars, and conferences to instruct and raise awareness among instructors currently employed on the utilization of electronic books for enhancing vocabulary retention and fostering reading motivation.

Downloads

Published

2024-02-01

How to Cite

Ogboru, E. O., Obire, I. V., & Iwelu, C. H. F. (2024). EFFECT OF ELECTRONIC STORYBOOKS ON PRESCHOOLER’S RETENTION OF VOCABULARY AND MOTIVATION TO READ. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 11(1), 96-112. Retrieved from https://ajemates.org/index.php/ajemates/article/view/382