EFFECT OF COMPETENCY-BASED INSTRUCTION ON PERFORMANCE OF STUDENTS OF ENGLISH IN INTONATION PATTERN IN UNIVERSITIES IN KATSINA STATE

Abstract

The study employed quasi experimental research design guided by the 
objective to ascertain the mean performance score of students of English 
taught intonation pattern using competency-based instruction and those taught 
using language laboratory instruction. Two universities were selected, one as 
experimental and one as control groups. The experimental group was taught 
intonation pattern using competency-based instruction while, the control group 
was taught using language laboratory instruction. One hundred and eighteen 
(118) B.A. Ed. English three hundred level students constituted the study 
population. Eighty (80) students were purposively selected as samples. 
Intonation Competency Performance Test (ICPT) was used as the research 
instrument and yielded a reliability coefficient of 0.96. T-test was used in 
testing the hypothesis. The findings of the study revealed that students taught 
intonation pattern using competency-based instruction performed significantly 
better than those taught using language laboratory instruction.