Effects Of Bilingual And Peer-Tutoring Instructional Strategies On Pre-Service Teachers’ Learning Outcomes In Yoruba Translation

ABSTRACT

English-Yoruba translation, which is a compulsory course for pre-service teachers

in colleges of education is an important aspect of Yoruba language studies. However,

reports show that there is a gross student under-achievement in it. This has been traced to

ineffective strategies adopted in teaching translation to the pre-service teachers; hence the

need to adopt strategies that can cater for these deficiencies. Two of such strategies are

bilingual and peer-tutoring which are learner-centred and activity-based. The strategies had

been employed in the teaching of Social Studies and Mathematics without considering their

effects on pre-service teachers learning outcomes in English-Yoruba translation. The

moderating effects of pre-service teachers‟ gender and verbal ability were also examined.

The pretest-posttest, control group, quasi-experimental research design was

adopted. The participants were 300 pre-service teachers in intact classes from six

purposively selected colleges of education in Southwestern Nigeria who were randomly

assigned to treatment and control groups. Treatment lasted eight weeks. English-Yoruba

translation Achievement Test (r = 0.73). Pre-service Teachers‟ Attitude to English-Yoruba

Translation Questionnaire (r = 0.76), Verbal Ability Test (r = 0.72) and Instructional

Guides for the three strategies were the instruments used. Seven null hypotheses were

tested at 0.05 significant level. Data were analysed using Analysis of Covariance and

Scheffe post-hoc.

Treatment had a significance main effect on achievement in (F (2,228) = 23.78; Ƞ2 =

.15) and attitude to (F (2,281) = 112.41; Ƞ2 =.44) English-Yoruba translation. Those exposed

to bilingual strategy had higher achievement mean score ( =80.83) than those in peertutoring

( = 77.60) and conventional ( =64.40) strategy groups. Verbal ability had a

significant main effect on achievement (F (2,281) = 4.10; Ƞ2 =.03) and attitude (F (2,281) = 17.68;

Ƞ2 = .11). Students in medium verbal ability group had a higher post-achievement means

scores ( = 76.52) than those in low ( = 73.88) and high ( = 67.75) groups. Also,

students in medium verbal ability group had a higher post-attitude mean score ( = 74.73)

than those in low ( = 73.55) and high ( = 71.68) groups. Gender had no significant main

effect on achievement and attitude. Treatment and verbal ability had a significant

interaction effect on achievement (F (2,251) = 2.47) and attitude (F (2,481) = 25.03). There was

a significant interaction effect of treatment and gender on achievement (F (2,281) = 3.49) and

attitude (F (2,281) =4.54). There was no significant interaction effect of verbal ability and

gender on achievement and attitude There was a significant interaction effect of treatment,

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verbal ability and gender on achievement (F (4,281) = 3.07; Ƞ2 =.04) and attitude (F(4,281) =

3.77; Ƞ2 =.05).

Bilingual and peer-tutoring instructional strategies were effective in facilitating preservice

teachers‟ accurate English-Yoruba translation. Hence, English-Yoruba translation

teachers in colleges of education should adopt the strategies in teaching it.