Thesis Abstract

Abstract
This study examined the effect of a crossword puzzle game on senior secondary students' achievement in English grammar in Nsukka Education Zone of Enugu State. The research employed a quasi-experimental design involving two groups an experimental group that utilized the crossword puzzle game as a teaching tool and a control group that received traditional grammar instruction. The sample consisted of 120 senior secondary students from two schools in the Nsukka Education Zone. Data was collected using a pretest-posttest design to measure students' grammar achievement before and after the intervention. The findings revealed a significant improvement in the grammar achievement of students who were taught using the crossword puzzle game compared to those who received traditional instruction. This suggests that the crossword puzzle game was effective in enhancing students' understanding and retention of English grammar concepts. Furthermore, the study explored students' perceptions of the crossword puzzle game as a teaching tool. The results indicated that the majority of students found the game engaging, enjoyable, and helpful in improving their grammar skills. They also expressed a preference for learning grammar through interactive and game-based activities. Overall, the findings of this study highlight the potential of using crossword puzzle games as an effective instructional strategy for enhancing students' achievement in English grammar. By incorporating such interactive and engaging activities in the classroom, educators can create a more dynamic and stimulating learning environment that caters to the diverse needs and preferences of students. The implications of this research are significant for educators, curriculum developers, and policymakers in the field of English language teaching. It underscores the importance of incorporating innovative and interactive teaching methods to promote better learning outcomes among students. Moving forward, educators are encouraged to explore the use of crossword puzzle games and other similar educational games to enhance students' understanding and mastery of grammar concepts. In conclusion, this study contributes to the existing literature on the effectiveness of game-based learning in improving students' academic performance. By demonstrating the positive impact of a crossword puzzle game on students' achievement in English grammar, this research provides valuable insights for educators seeking to enhance the quality of grammar instruction in secondary schools.

Thesis Overview

The study was designed to investigate the effect of crossword puzzle game on Senior Secondary 1 Students’ achievement in English grammar in Nsukka Education Zone of Enugu state. Seven research questions and seven null hypotheses guided the study. The study employed a pre-test posttest quasi-experimental design.  A sample of 153 SSI students drawn by simple random sampling techniques from four co-educational schools in Nsukka Education zone was used for the study. The four schools were assigned to treatment and control groups respectively. Four intact classes in each school (two as experimental and the other two as control groups) were randomly selected. The experimental groups were taught the topics-nouns, types of nouns, pronouns and types of pronouns using crossword puzzle game while the control groups were taught the same topics using teaching method of grammar instruction. One instrument pre-GAT and post GAT was developed, dully validated and the reliability established as –O-.98. The research questions were answered usring mean and standard deviation while the hypotheses were tested at (P < 0.05) using analysis of covariance (ANCOVA) The result of the analysis showed that the students taught with crossword puzzle game performed better than those taught with the lecture method. On gender, male students performed slightly better than their female counterparts in English grammar. Also, Students of high ability performed better than students of low ability level. On method and gender, the result did not suggest ordinal interaction effect between method/ gender on students’ achievement in English grammar. The result did not suggest ordinal interaction effect between method locations and there is ordinal interaction effect between crossword method and ability level of students in English grammar. Consequently; it was recommended that the use of games as an instructional method should be included in the curriculum of English language in teacher training institutions, workshops and seminars should be organized to train teachers in the use of crossword puzzle game in teaching English grammar. Also, curriculum planners and text book writers are encouraged to give games a strategic place in the planning and design of the curriculum and textbooks.