USING CONCEPT MAPPING AND WORD SEARCH GAME TO

IMPROVE PRIMARY FOUR PUPILS ENGLISH LANGUAGE

VOCABULARY MASTERY AT GBEOGO SCHOOL FOR THE

Background to the Study

Vocabulary

acquisition

is

key

component

to

successfully

developing

communication and literacy skills among pupils. Vocabulary plays a central role in
students ability to communicate their thoughts clearly and concisely. Being able to

DEAF
read and understand text is a fundamental part of the learning process because there is
ABSTRACT
This study sought to address the declining trend of academic performance as a result

a relationship between students vocabulary knowledge and their understanding of

what they read. However, developing a rich vocabulary is a major difficulty and an
on-going challenge to both the hearing and pupils with hearing impairments. In

of difficulties in vocabulary mastery of P4 pupils in Gbeogo School for the Deaf

through the use of concept mapping and word search game. I made use of Pre and

Gbeogo School for the Deaf, majority of P4 students exhibit difficulties with
vocabulary mastery. The class teacher complained about the lack of vocabulary

Post-Test as instruments for data collection to diagnose the problem and measure the
mastery among the P4 pupils. A pretest conducted by the researcher on vocabulary
impact of the interventions respectively. The scores were gathered, analyzed and
acquisition from their prescribed P4 English Language revealed that 12 out of 43
presented using tables and figures (pie chart and bar chart). Twelve hearing impaired
pupils lacked vocabulary to express themselves.
pupils are sampled for the study. They comprise seven boys and five girls. Their ages
range between 8 to18.
New words and phrases are introduced in the classroom nearly every day. In order for
The research findings proved the intervention strategy in the study as very effective
for addressing Basic School pupils vocabulary difficulties. The research findings
increasingly point to the need for the government and the educational authorities to
examine the techniques of lesson delivery employed by teachers on the field.

students to learn and build upon ideas, they must acquire and master a substantial
amount of vocabulary through which they will confidently express their thoughts
when signing and writing. A number of techniques exist for this purpose. One of the
activities for teaching and learning vocabulary is through concept mapping and word
search games (Edmondson, 1994).

When Concept mapping is used, recall is easier because associated key concepts are
used, main ideas are more clearly defined with the relative importance of each idea
clearly indicated, students easily develop relationships among different bits of
information and build on previous knowledge and skills, and, students are motivated

to learn, resulting in higher academic achievement. Also, Concept mapping

complemented with word search games help arouse and sustain students interest in

Identify some of the previous studies on the use of concept mapping and word
search game to enhance vocabulary mastery of P4 pupils.

learning. They also help the teacher to create contexts in which the language is useful
and meaningful. It is in the light of this that the researcher chose to use concept

Research Questions

mapping and the word search game to improve upon the vocabulary mastery of

The following research questions were raised to guide the study:

Primary Four (P4) pupils of Gbeogo School for the Deaf.

1.

What are some of the methods used to help basic school pupils improve upon
their vocabulary mastery?

Statement of the Problem

2.

Vocabulary mastery has assumed a declining trend among P4 pupils of Gbeogo

How does concept mapping approach help improve vocabulary development

of P4 pupils?

School for the Deaf. The situation has resulted in the students vocabulary being very

3.

How can word search game facilitate vocabulary mastery of P4 pupils?

limited. This has resulted in significant difficulties in reading comprehension, and has

4.

What are some of the previous studies on the use of concept mapping and

affected academic performance of the students.

word search game in enhancing vocabulary mastery of P4 school pupils?

Purpose of the Study

Significance of the Study

The purpose of the study was to use concept mapping and word search game to

Findings from this study could be used by other teachers to improve vocabulary

enhance vocabulary mastery among P4 pupils of Gbeogo School for the Deaf.

acquisition among pupils. The findings of the study would also form a material basis
upon which other researchers who may be interested in the use of concept mapping

Objectives of the Study

and word search game would replicate to improve upon English Language vocabulary

The objectives for the research were to:

mastery of P4 pupils.

Identify some of the methods used in helping basic school pupils improve
upon their vocabulary mastery.

Operational definition of terms

Use concept mapping approach to help improve vocabulary mastery among

Reading: Reading is the way a person gets information from written letters and words

P4 pupils of Gbeogo School for the Deaf.

Find out how word search game can facilitate vocabulary mastery of primary

using sight or touch.

Vocabulary: It is the knowledge of words and word meanings.

school pupils.

Concept mapping: Concept mapping is a pictorial representation of a domain that

CHAPTER TWO

consists of concepts represented as nodes that are connected to

LITERATURE REVIEW

each other by arcs. The concepts are words or ideas that represent

Introduction

events, objects, or emotions and feelings.

This chapter reviews relevant and related literature on the use of concept mapping and

Word search game: A word search game is a word game in which the letters of a

word search game to improve pupils vocabulary mastery. Literature review focused

word in a grid, that usually has a rectangular or square shape,

on the sub-headings: some of the methods used to help basic school pupils improve

and the player is required to find and mark all the words which

upon their vocabulary mastery, word search game facilitates vocabulary mastery, and,

are usually placed horizontally, vertically or diagonally.

previous studies on the use of concept mapping and word search game in enhancing
pupils vocabulary mastery.

Delimitation of the Study

The study was delimited to concept mapping, word search game, vocabulary of road

Some of the methods used to improve vocabulary mastery of basic school pupils.

users, vehicles, pedestrians, and traffic, a school for the deaf, Upper East Region, and

Anderson et al. (1985), Elley, (1989),

deaf pupils.

Ehri,(1994), John & Shane,(2004),

Leong and Pikulski, (1990), Robbins &

Juel et al. (2003), John & Shane, (2004),

Anderson and Freebody, (1981), Aronoff, (1994), Amoako-Gyimah (2004), and

Alberto, (2003) among others identified the following as some of the methods used to
improve vocabulary mastery among Basic school pupils : reading aloud, the use of
dictionaries, teaching the meaning of prefixes, suffixes, and root words, word maps,
guessing from context, and, word part analysis.

Reading Aloud
The recommendation that parents and teachers read aloud to children is among the
most popular recommendations in the field of reading. A research-based report
Becoming a Nation of Readers (Anderson et al. 1985) concluded, The single most
important activity for building the knowledge required for eventual success in reading
is reading aloud to children. One very obvious way in which reading aloud to

children can be expected to be beneficial is to increase their language and vocabulary

students vocabulary notebook. Dictionaries can also contribute to an interest in and

skills. A research by (Elley, 1989; Leong and Pikulski, 1990; and, Robbins and Ehri,

attitudes toward words that teachers and the students explore. The usage notes in

1994) supports this position.

dictionaries reflect a powerful and consistent research finding: every word/concept we

know, and the degree to which we really know it, depends on the relationship of that

A study by Elley (1989) strongly suggested that vocabulary growth was much greater

word/concept to other words/concepts. (John & Shane, 2004).

when teachers discussed, even if briefly, the meanings of the words in addition to just
reading the books aloud. The study by Juel et al. (2003) showed that while teachers in

Teaching the Meaning of Prefixes, Suffixes, and Root Words

kindergarten and first grade spent considerable time reading and discussing books to

The majority of English words have been created through the combination of

children with below average vocabularies, these activities had minimal impact on the

morphemic elements, that is, prefixes and suffixes with base words and word roots. If

progress of the children. They contend that only when teachers spent focused time on

learners understand how this combinatorial process works, they possess one of the

the vocabulary did significant growth occur. They applied the term instructional read

most powerful understandings necessary for vocabulary growth (Anderson and

aloud to read aloud events where, in addition to reading aloud to stimulate an interest

Freebody, 1981). This understanding of how meaningful elements combine is defined

in books and reading, there is also a deliberate teaching of skills that will promote

as morphological knowledge because it is based on an understanding of morphemes,

independence in reading, such as an increased vocabulary.

the smallest units of meaning in a language. In the intermediate grades and beyond,
most new words that students encounter in their reading are morphological derivatives

The Use of Dictionaries

of familiar words (Aronoff, 1994). In recent years research has suggested some

Exploring dictionary entries is one important and effective component of

promising guidelines for teaching the meanings of prefixes, suffixes, and word roots

understanding a word deeply. The entries help students determine the precise meaning

as well as for the ways in which knowledge of these meaningful word parts may be

of a word. Dictionaries also provide helpful information about the history of a word

applied (Templeton, 2004). Word roots such as dict, spect, and structare meaningful

and reinforce the interrelationships among words in the same meaning families. For

parts of words that remain after all prefixes and suffixes have been removed but that

example, a discussion of run-on entries illustrates how one words entry can include

usually do not stand by themselves as words: prediction, inspection, contract. In the

information about related words-the entry for entrap also includes entraps and

primary grades students begin to explore the effects of prefixes such as un-, re-, and

entrapment. The usage notes in dictionaries often explain subtle but important

dis- on base words. In the intermediate grades students continue to explore prefixes

differences among words-usually the appropriateness of one word over another in a

and an increasing number of suffixes and their effects on base words: govern (verb) +

particular context. Words for which the dictionary is essential may be entered in a

-ment=government (noun). Common Greek and Latin roots begin to be explored,

along with the effects of prefixes and suffixes that attach to them (Templeton, 1989).

sentences to explain new words;25% of them explained new words in Chinese and

These include, for example, chron(time, as in chronology), tele(distant, far as in

English; less than 20% used prefixes, suffixes and roots to explain new words; more

television), and fract(break, as in fracture). A large proportion of the vocabulary of

than 50% of them encouraged their students to adopt guessing meanings from context

specific content areas is built on Greek and Latin elements. As this morphological

when encountering unfamiliar words;40% of them encouraged their students to check

knowledge develops, teachers can model how it may be applied to determining the

up new words in dictionaries; only few teachers encouraged students to skip new

meanings of unfamiliar words encountered in print.

words and continue reading. The researchers emphasize the importance of guessing
from context and suggest that teachers should teach their students how to guess

Word Maps
words meanings from context by means of prefixes suffixes and roots, contextual
Jones, (1999), contends that the word map is an excellent method for scaffolding a

clues and discourse markers when reading.

childs vocabulary learning. He said, the adult (either alone or with the child(ren))
should preview reading materials to determine which words are unfamiliar. For each

Word Part Analysis

of these new vocabulary words the child (with the support of the adult) creates a

A large number of English words have derivational forms by adding prefixes or

graphic organizer for the word. At the top or center of the organizer is the vocabulary

suffixes to the word base. A study by White, (1987) confirmed the frequent,

word. Branching off of the word are three categories: classification (what class or

widespread occurrence of derivational affixes, which makes it worthwhile learning

group does the word belong to), qualities (what is the word like) and examples. Using

word parts from the point of view of cost/benefit analysis. Nation and I.S.P. (2001,

prior knowledge the child fills in each of these three categories. Word maps help

p.264) contends that:

readers develop complete understandings of words. This strategy is best used with

A knowledge of affixes and roots has two values for a learner of English: it can be

children in grades 3-12, (Jones, 1999).

used to help the learning of unfamiliar words by relating these words to known words
or to known prefixes and suffixes, and it can be used as a way of checking whether an

Guessing From Context

unfamiliar word has been successfully guessed from context.

Chi & Chen (1989) developed questionnaires to find out teaching and learning
situations of English reading in junior high schools in Taiwan. Three hundred and

Nevertheless, if used properly, this strategy will help the learning of thousands of

thirty-eight third-year junior high school students and thirty-seven teachers from three

English words, including high-frequency and low-frequency words, especially

junior high schools participated in this study. Based on the results of the study, they

academic vocabulary (Nation & I.S.P. 2001). The word part strategy involves two

found that, in terms of vocabulary instruction,30% of the teachers used example

steps. Firstly, learners need to be able to recognize prefixes and suffixes so that they

10

may break the unknown word into parts. Secondly, they need to relate the meaning of

learners, and 7) an aid to the process of learning by teaching. Several studies were

the word parts to the dictionary meaning of the word. To achieve this goal, learners

examined in which Concept Mapping was used to identify students current

have to know the meanings of the common word parts and to be able to re-express

understandings, misconceptions and conceptual change. Concept Maps have been

the dictionary definition of a word to include the meaning of its prefix and, if

used in collaboration and cooperative learning, and as a formal assessment tool.

possible, its stem and suffix (Nation 2001, p.278).

Concept Maps have been used to organize and present information, including use as
an Advance Organizer, and, use by instructors for course or curriculum design

Effectiveness of the concept mapping approach in improving vocabulary

(Alberto, 2003).

development in basic schools.

A study by Novak, (1998) states that there is indication that Concept Mapping is

There is also indication that learning effects are enhanced when in the course of

particularly beneficial for lower ability learners, partly because it does induce the

Concept Mapping learners adopt an active, deep and questioning approach to the

active, inquiring, orderly approach to learning that is likely a more natural part of the

subject matter. Such active, self-engaging, transformational interaction with learning

higher ability students approach to learning.

material has been suggested to enhance learning in general and this appears to carry
over to learning with Concept Maps as a tool (Feltovich, Spiro, & Coulson, 1993).

Alberto, (2003) reveals that when Concept Mapping is used in a course of vocabulary

Also important and characteristic of Concept Maps is the inclusion of crosslinks.

instruction, particularly when it forms an integral feature of the learning process, and

These make explicit relationships between or among concepts in different regions or

not just some isolated add-on at the beginning or end, students understanding is

domains within the Concept Map. Cross-links show how a word from one domain of

enhanced. He further contends that Concept Mapping appears to be particularly

knowledge represented on the map is related to a word in another domain shown on

beneficial when it is used in an ongoing way to consolidate or crystallize educational

the map (Edmondson, 1994). The structure of Concept Maps includes specific

experiences in the classroom.

examples of events or objects. These helps to clarify the meaning of words in a given
concept.

Alberto, (2003) numerated further, educational applications of Concept Mapping

including: 1) a scaffold for understanding, 2) a tool for the consolidation of

Word search game facilitates vocabulary mastery.

educational experiences, 3) a tool for improvement of affective conditions for

There has been increased interest in the use of instructional games. It has been argued

learning, 4) an aid or alternative to traditional writing assignments, 5) a tool to teach

that young people, raised playing games, have changed in ways that turn them off to

critical thinking, 6) a mediating representation for supporting interaction among

conventional instruction (Prensky, 2001). Greenblat, (1981) suggests that instructional

11

12

games, specifically word search games, because of their applied and dynamic nature,

with hearing impairments, compared to ordinary instruction. The results showed that

can heighten the learner's motivation and interest more effectively in vocabulary

the Concept Mapping group knew more concepts (49 vs. 38), more linking

learning than classroom lectures. He suggests another benefit of word search games in

relationships (69.9 vs. 46.2), more useful linking relationships (55 vs. 34.6), and

vocabulary learning as that they improve the retention of learned words and

had no more erroneous linking relationships than the non Concept Mapping students.

knowledge.

These finding are very impressive for Concept Mapping, as it relates to the
development of an interconnected knowledge base.

Gary (2002) holds the view that word search games are fun; they can be very
rewarding, teachers can therefore use them to help their students practice more,

A related study was by Jegede, Alaiyemola & Okebukola (1990) in Nigeria, with

learned words and improve their skills of communication.

students with emotional disorders who were the American-equivalent of grade ten, to

Amoako-Gyimah (2004) contends that vocabulary games and exercises can perform

test whether the addition of Concept Mapping to instruction would aid achievement

very important functions. He said if they are interesting and carry enough fun, they

and reduce anxiety. The results were dramatically in favor of Concept Mapping.

will be played over and over again, thus providing the repetition needed to incorporate

There were positive effects in favor of the Concept Mappers in both achievement and

the new words into the childrens sight vocabulary.

for anxiety reduction.

Thi & Khuat (2003) contends that word games bring in relaxation and fun for
The purpose of a study by Esiobu & Soyibo (1995) was to test effects of Concept
students, thus help them learn and retain new words more easily. Also, games usually
Mapping and Vee diagramming in different forms of instruction. The study took place
involve friendly competition and thus, keep learners interested. These create the
in Nigeria and involved secondary school students. The subject matter was ecology
motivation for learners of English to get involved and participate actively in the
and genetics. The results were that 37 students in the treatment conditions greatly
learning activities, and thus, enhance students' use of English in a flexible,
outscored those in the controls in all learning conditions. There appear to have been
communicative way (Thi & Khuat, 2003).
some general benefits of cooperation as well. This is one of the strongest
demonstrations of the educational effectiveness of Concept Mapping to be found.
Previous studies on the use of concept mapping and word search game in
enhancing vocabulary mastery.

Concept maps can be effective for affective, as well as cognitive, instructional

The goal of a study by Nicoll, Francisco & Nakhleh (2001) was to investigate the
value of using Concept Mapping in general chemistry and, more particularly, to see if
Concept Mapping would produce a more interconnected knowledge base in students

13

objectives. Jegede et al found in a study of biology learning that "there was a

tendency for the concept mapping strategy to significantly reduce anxiety towards
biology achievement in males." ((Jegede, Alaiyemola et al. 1990, p. 956). They
14

suggest that "anxiety, a situation of foreboding, which has been found to affect

CHAPTER THREE

learning, is certainly one of the pressures which exert considerable influence on

METHODOLOGY

learners' intellectual competence and performance. The ability of the learner to

Introduction

control, determine, and make decisions about 'the how' and pace of what is learned

This chapter highlights the procedures in conducting the study. These comprise the

confers on the learner the advantage of shaking free from the pressures which would

research design, the targeted population, sample and sampling technique,

otherwise impede meaningful learning." (Jegede, Alaiyemola et al. 1990, p. 957)

instrumentation, procedure for data collection and data analysis procedures.

A word search game approach was evaluated for teaching reading comprehension
skills to first- and second-graders in economically disadvantaged schools in Chile

Research Design

(Rosas et al, 2003). The performance of an experimental group, who used the games,

Action research design was used to carry out the study. This is because the study

was compared to a group from another school that did not use the game. It was found

involved an intervention measure in the classroom with pupils. The intervention

that the target school outperformed the external group, thus, there is evidence to

involved the use of concept mapping and word search game to help pupils acquire

support the effectiveness of the word search game approach over traditional

skills in vocabulary mastery in English Language.

vocabulary instructions.
Population
Malouf (1988) investigated the motivational effect of word search games for special

The population for the research comprised 43 P4 pupils of Gbeogo School for the

education students. He compared the performance of sixth, seventh, and eighth-grade

Deaf. The 43 pupils were made up of 28 boys and 15 girls who are deaf. Their ages

learning-disabled students who were learning vocabulary skills. His results showed

ranged between 9 to 19 years with an average age of 12 years.

that the game condition resulted in significantly higher levels of continuing

motivation than the non-game condition.

Sample
The sample comprised12 P4 pupils, including 7 boys and 5 girls. The twelve students
were aged between 8 to 18 years. The 12 pupils demonstrated high level vocabulary
learning difficulties, and therefore needed intervention.

15

16

Sampling Technique

CHAPTER FOUR

The researcher used purposeful sampling technique to select participants. Purposive

INTERVENTION DESIGN AND IMPLEMENTATION

sampling was used to select participants because the pupils who demonstrated
difficulties in vocabulary mastery were included in the study.

Introduction
This chapter presents the pre-intervention test which establishes the baseline of the

Instrumentation

pupils vocabulary mastery skills, and an intervention design to address pupils

Data were gathered using one adapted comprehension passage from pages 113-114 of

difficulty in vocabulary mastery. A post-intervention test was also administered to

the prescribed P4 English Language text book, and questions asked at the end to

participants to assess the effectiveness of the intervention design.

evaluate pupils understanding of the passage read.

Pre-Intervention Test
Procedure for Data Collection

In order to establish a basis for carrying out this research, students English Language

Pretest and post test are the instruments used to gather the necessary information to

vocabulary mastery were tested before the interventions were implemented to enable

carry out the research. 20 questions in Reading Comprehension in English Language

the researcher establish the effectiveness of the use of concept mapping and word

at the pretest and post test stage were administered and the pupils response were

search game in helping participants improve upon their English Language vocabulary

marked over 20. Pupils English Language exercise books were also collected and

mastery. Table1 shows the results of 12 students in the Pre-test.

their performance in English Language was observed. It was realized that difficulty in
vocabulary mastery runs through their work.

Table1: Pre-intervention test results.

Number

Pupils Initials

Score (over 20)

Percentage %

Data analysis

L. B.

15

Data were analyzed using tables and figures (pie chart and a bar chart) to represent the

M. R.

responses of the respondents. Results were converted into percentages and discussed.

A. K.

25

A. A.

35

I. A. N.

30

D. Y.

30

T.W.

15

17

18

C. A.

connected to the central topic were written around the main topic with spacing

I. D.

among them (see figure 1 and 2).

10

N. M.

10

11

A.Y.

25

concept map. I told participants that a concept map can help them organize

12

L. M.

10

information they learn from reading. Then I wrote the topic in the center of the

Next, I explained to the participants that the drawing on the board was called a

map and told students that was the main idea that they should pay attention to
In the table above, the first column contains pupils numbering from 1-12.The next
column is for the initials of the pupils, and then followed by their score of the test

as they read the text.

I identified ideas that are related to the main topic. During reading, I stopped

administered which is marked over 20. The last column represents the percentage of

periodically to discuss ideas as a class, or ask participants to flag important

marks scored by each pupil in the pretest. The pass score was 10, hence referring to

ideas in the text.

Table 1 above, none of the pupils were able to pass the test.

I organized important concepts by letting participants share relevant ideas they

identified during reading. I then recorded those ideas using single words or

Intervention Design

short phrases on the concept map, and organized related ideas by placing them

The intervention was designed to assist P4 pupils of Gbeogo School for the Deaf

around the central topic or branching off of the ideas previously listed. I

improve upon their vocabulary mastery. A period of four weeks was used for the

explained why I placed certain ideas in groups with other ideas, or asked

intervention process. The technique used to help the children to overcome their

participants to suggest where I should write their responses and explain their

vocabulary difficulties was concept mapping and word search game.

reasoning(see figures 3 and 4)

Intervention Procedure

participants construct sentences based on the concept map.

The following guidelines were followed to teach vocabulary using concept mapping

and word search game.

I selected a passage on road safety from pages 113-114 of the prescribed P4

I then introduced the word search game. The concepts and their related
vocabularies were in the game, and children were asked to search them out.
This was done in the form of competition in order to arouse and sustain the

English Language text book.

I extended the activity by conducting a writing activity in which I helped the

I developed a concept map that represents the relationships among the ideas in

interest of the children in the activity.

the text. The main topic was written at the center of the map. Subtopics

19

20

WEEK ONE: ROAD USERS

WEEK THREE: SAFETY MEASURES FOR PEDESTRIANS

Vehicles

Stop
Look

Before
Crossing
ROAD
USERS

Bicycles

Listen
Zebra

Pedestrians
Walk on
pavement

Motorcycles
Figure 1: A concept map for road users.

PEDESTRIANS

Observe
Traffic

WEEK TWO: VEHICLES

Wear helmet
when riding
Tractor
Stand on curb
Autombile
track van

Train

Waiting for a
bus

Board a bus
Be seated

VEHICLES

Subway

Depart from bus

Bus

Figure 3: A concept
oncept map showing safety measures for pedestrians
pedestrians.
Trolley

Figure 2, A concept map for vehicles.

21

22

left

right

left

and their related vocabularies in the game. This was done in the form of competition
in order to arouse and sustain the interest of the children.

WEEK FOUR:: TRAFFIC LIGHTS

Red

Stop!

means

Post -Intervention Test

To evaluate the effectiveness of the interventions used, a post-test was also

TRAFFIC

Yellow

means

Get ready
to stop!

administered. Table 3 below depicts the results of 12 students in the post-test.

Table 3: Post-intervention test results.

Number

Green

means

Figure 4: A concept map showing traffic lights and their meanings.

WEEK FIVE: WORD SEARCH GAME

Table 2: The
he word search game
P

Traffic

Left

Pedestrian

Car

Road

Vehicle
Helmet

Cross

Pavement
ement

Walk

Depart

Zebra

Users

Red

Run

Bus

Clear

Street

Pupils Initials

Score (over 20)

Percentage %

L.B.

18

90

M.R.

17

85

A.K.

19

95

A.A.

19

95

I.A.N.

18

90

D.Y.

18

90

T.W.

19

95

C.A.

14

70

I.D.

17

85

10

N.M.

15

75

11

A.Y.

17

85

12

L.M.

15

75

Go!

Curb

Table 2 contains mixed

mixed-up
up letters of the English alphabet. Beside the table is a list of
vocabularies relating to road safe
safety. Pupils were
re required to search out the concepts
23

24

Referring to Table 3 above, the scores and percentages have increased indicating an

CHAPTER FIVE

improvement in the vocabulary mastery of the pupils. This implies that the

PRESENTATION, ANALYSIS OF RESULTS, SUMMARY OF FINDINGS

intervention process has been successful.

CONCLUSION AND RECOMMENDATION

Introduction
This chapter presents and analyses results of the study, summaries the findings and
made recommendations.

Pre-Intervention Test Results

Table 4: Pre-intervention test results.
Number

25

Pupils Initials

Score (over 20)

Percentage %

L.B.

15

M.R.

A.K.

25

A.A.

35

I.A.N.

30

D.Y.

35

T.M.

15

C.A

I.D.

10

N.M.

10

26

11

A.Y.

25

12

L.M.

10

In Table 5, the marks(

marks(x)) column indicates the marks scored over 20 by participants,
the frequency (f)) is the number of participants who scored a particular mark ,and the
percentage of the frequency is indicated in the percentage column.

Table 4 indicates that 12 pupils demonstrated weaknesses in their vocabulary skills

2=17%

because they could not meet the pass mark of 10. From the table, one pupil scored 0

2=17%
0=8%

1=8%

representing 0%. Two pupils scored 1 mark out of 20 marks representing 5% each.
Two scored 2 out of 20 marks. Two scored 3 marks out of 20 marks; two scored 5 out

2=17%

2=17%

of 20 marks representing a percentage of 15 and 25 respectively. One pupil scored 6

2=17%

marks representing 30% and two pupils scored 7 marks out of a total score of 20.
Below in Table 5, is a group data showing the pre-intervention test results.
7 marks

0 marks

2 marks

5 marks

1 mark

6 marks

3marks

Table 5: Group data showing of the pre-intervention test results.

MARKS (x)

FREQUENCY (f)

PERCENTAGE (%)

17

Figure 5:: A pie chart showing pre

pre-intervention test results.

In Figure 5 above, the mathematical equations on the divisions,, for example 2=17%
means that two pupils made a percentage of seventeen
nteen each on a particular mark that

17

17

17

Number

17

L.B.

18

90

M.R.

17

85

corresponds with the colour of the marks.

Results
Post-Intervention Test R

27

Table 5: Post-intervention
intervention test results.
Pupils Name

Score (over 20) Percentage %

28

A. K.

19

95

A. A.

19

95

I. A.N.

18

90

D.Y.

18

90

MARKS (xx)

T.W.

19

95

C.A.

14

I.D.

10

Table 6 and Figures 6, &7 are a grouped data,, a pie chart, and a bar graph respectively
giving a vivid illustration of the pupils performance at the post-intervention
intervention test.

Table 6: Grouped data of the post

post-intervention test results.
FREQUENCY (f)

PERCENTAGE ((%)

14

70

15

17

17

85

17

25

N. M.

15

75

18

25

11

A.Y.

17

85

19

25

12

L. M.

15

75

From the post-intervention test results, one pupil scored 14 out of 20 marks
2=17%

representing 70%. Two made a score of 15 out of 20 marks to make a percentage of

75. Three pupils scored 17 marks each representing 85%. Two groups of three pupils

3=25%
18marks

1=8%

17marks

each scored 18 and 19 marks each representing 90% and 95% respectively.

19marks
3=25%

3=25
3=25%

14marks
15marks

Comparing the pre-intervention test and the post-intervention test, it can be deduced
that there has been a tremendous progress of the pupils vocabulary mastery. All the
pupils grabbed the concept and therefore answered the questions well to score above
the pass mark of 10. The pupil who scored 0 in the pre-test now made a score of 17
representing 85% which is very satisfactory. This signifies that the intervention has

Figure 6: A pie chart showing pupils performance at the post-interve

intervention test.

been effective.
29

30

simultaneously gathered data through observations and tests. The data presentation
3.5

and analysis gave a clear visual presentation of the problem and the impact of the

intervention.

Frequency

2.5

In general the research findings proved that the intervention strategies implemented in
2

this study were to a very large extent successful because the results of the post-test

1.5
1

shows a huge improvement over what was recorded in the pre-test. The approach was

0.5

effective in promoting decoding skills, enhancing word meaning, and strengthening

0
14

15

17
Marks

18

19

comprehension, provided in students a desire to rationalize their thoughts and a

motivational devices to get them involved in the material they would later read.

Figure 7: A bar graph showing pupils performance at the post--intervention test.

Indeed the findings proved that concept mapping alongside word search game are
very potent teaching techniques for maximizing vocabulary mastery skills of pupils.

In the table and figures above

above, 3 scored 19 marks to represent 25
25% of the12 pupils
who took the test.. 25% also represents 3 pupils who scored 18 marks and an
another 3
who scored 17marks. The 2 pupils who scored 15 marks each are represented by 17%
and the 1 who made 14 marks is represented by 8% of the 12 pupils who sat for the
test.

Recommendation
In line with the findings of this study, I suggest that concept mapping and word search
game should be used as a method in helping Basic school pupils to master vocabulary
at a faster rate.

Summary of Findings
This research work is an action research which featured tthe
he teacher as the researcher.
The researcher systematically reflect
reflected on his teaching and other work
works, and collected
data that answered question
questions on the poor vocabulary mastery skills of primary 4
pupils of Gbeogo School for the Deaf
Deaf. I sought to address the participants difficulties
in vocabularies through the use of concept maps and word search game
games alongside
some other auxiliary teaching techniques. The researcher cond
conducted
ucted a ppre-test to
diagnose the problem, implemented a five-week intervention progra
program to address the
issue, and conducted a ppost-test
test to measure the impact of the intervention
intervention. I
31

32

REFFERENCE
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APPENDIX A

student motivation. The Journal of Special Education, 21(4), 27-3 8.

COMPREHENSION PASSAGE

NATION, & I.S.P., (2001). Learning Vocabulary in Another Language.

Road safety

Cambridge University Press.

Millions of children are disabled or die as a result of road accidents each year. This is

Nicoll, G., Francisco, J. & Nakhleh, M. B. (2001). An Investigation of the value of

using Concept Maps in general chemistry. Journal of Chemical Education,

because neither pedestrians nor motorists observe road safety measures. What do you
know about road accidents?

78(8),1111- 1117.
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Read the passage and answer the questions that follow:

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Erlbaum Associates.

speed limit. Pedestrians must stop, look and listen, before crossing a road. First you

Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

must look left, then right, and left again, listening for oncoming cars. Then cross if the

Robbins, C., & Ehri, L.C. (1994). Reading story books to kindergarteners helps them

road is clear. Always cross at a zebra crossing. Do not wear dark cloths when walking

learn new vocabulary words. Journal of Educational Psychology, 85, 5464.

along the street at night, because if you do, drivers may not see you. Always walk on

Templeton,

S.

(2004).

The

vocabulary-spelling

connection:

Orthographic

the pavement.

development and morphological knowledge at the intermediate grades and

beyond. In J. Baumann and E. Kameenui (Eds.), Vocabulary instruction,

Traffic lights show whose turn it is to use a certain part of the road. For pedestrians,

118138. New York: Guilford Press.

the red sign on the pedestrian traffic light means that we must stop and wait. The

Templeton, S. (1989). Tacit and explicit knowledge of derivational morphology:

green pedestrian sign means that the cars must stop for us to cross. Always walk

Foundations for a unified approach to spelling and vocabulary development in

across the street. Do not run. For the motorist, red on the vehicular traffic light means

the intermediate grades and beyond. Reading Psychology, 10, 233253.

stop, yellow means get ready to stop, and green means go.

Thi, N. T & Khuat T. T. N. (2003). Learning vocabulary through games: the

When riding bicycles, or motorcycles, it is important to wear a helmet. A helmet

effectiveness of learning vocabulary through games. www.asian-efl-

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When waiting for a bus, you should stand on the curb and remain there until the bus
comes to a complete stop. You should then board the bus, take your seat, and remain

35

36

seated throughout the ride. Once the bus comes to a stop, you should rise and depart

APPENDIX B

from the bus. You should not run after the bus.

Complete these sentences.

PRE-INTERVENTION AND POST-INTERVENTION TEST RESULTS

Pre-Intervention Test Results

1.

Always walk on the

2.

Always stop, ., and before crossing a road.

3.

Before crossing, the light on the pedestrian traffic must be ..

4.

Always . across the street. Do not

5.

Only cross if the road is ..

6.

Never . onto a street to catch a

7.

When waiting for a bus, you should stand on the

8.

Take a when you get on the bus.

9.

For the motorist, red on the vehicular traffic light means

10.

Wait for your turn to cross at the crossing.

11.

Look.... look.. and look .again before you cross a road.

12.

You should wear a ...to protect your head when riding a bicycle.

13.

You should rise and from the bus when it comes to a stop.

14.

Lights which show whose turn it is to use a certain part of the road are

Table 1: Pre-intervention test results.

Number

15.

Pupils Initials

Score (over 20)

Percentage %

L.B.

15

M.R.

A.K.

25

A.A.

35

I.A.N.

30

D.Y.

35

T.M.

15

C.A

called..

I.D.

Yellow on the traffic means..

10

N.M.

10

11

A.Y.

25

12

L.M.

10

Source: Adapted from pages 113-114 of Primary English, Pupils Book 4.

37

38

Post-Intervention Test Results

Table 2: Post-intervention test results.

Pupils Initials

Score (over 20)

Percentage %

L.B.

18

90

M.R.

17

85

A.K.

19

95

A.A.

19

95

I.A.N.

18

90

D.Y.

18

90

T.W.

19

95

C.A.

14

70

I.D.

17

85

10

N.M.

15

75

11

A.Y.

17

85

12

L.M.

15

75

Number

39