JONAED

This study investigated the effects of games technique on junior secondary school students’ achievement in Oral English. One research question and one null-hypothesis guided the study. The quasi-experimental research design involving non-equivalent control group was used for the study. The sample consisted of 304 JS III students drawn from eight intact classes in Idah Education Zone of Kogi State, Nigeria. Pre-test and post-test were administered to all the groups (treatment and control). A 60-item Oral English Achievement Test (OEAT) which was validated by three experts from the University of Nigeria, Nsukka was used for data collection. The reliability of the instrument was calculated using Kudar Richardson formula 20. The reliability co-efficient based on K – R 20 estimate was 0.86. The data collected were analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA)at 0.05 level of significance. The results revealed that students exposed to games technique achieved higher than those taught Oral English with the conventional method. Based on this finding, the paper recommends that the English Studies Curriculum should be reviewed to include the use of games technique in Oral English instruction at the JS level