THE EFFECT OF DUAL LANGUAGE SELF-DIRECTED LEARNING APPLICATION ON THE ACADEMIC ACHIEVEMENT OF NON-YORUBA SPEAKERS IN YORUBA LANGUAGE PEDAGOGY

Abstract

The study investigates differences in the performance of male and female different categories of non-Yoruba language learners after being exposed to the Dual language (Yoruba and English) self-directed learning application on the academic achievement of non-Yoruba learners in the Yoruba language. The subjects used were sixty non-Yoruba speakers. Pretest- posttest quasi-experimental design was adopted. A dual language self-directed learning application achievement test was the instrument used. Two research hypotheses and two research questions were used. The results revealed that the post-test mean score of male learners was 18.082, with an SD of 2.306 while for female learners was 18.068, SD was 2.280 . The mean difference between the male and female was 0.026. This means that there is no significant difference exists in the post-test scores of male and female non-Yoruba language learners. RQ2 revealed no difference in the post-test mean scores of performances of different categories of non-Yoruba language learners (students, teachers, working class) in the Yoruba language due to the utilisation of dual language self-directed learning application. H1 revealed that the calculated value of “t” is 0.035, p-value of 0.178. H2 revealed no significant difference in the performance of male and female non-Yoruba language learners in the Yoruba language. H2 revealed calculated values of 22.748, 24.966 and 23.046, respectively. p-value < 0.05 for each of the different categories of non-Yoruba language. learners. Hence, there is no difference in the performances of the different categories of Yoruba L2 learners The study concluded that dual language self-directed application is a viable pedagogy.