Digital Interactivity and Undergraduates’ learning outcomes in English oracy skillsː Empirical focus on Nigerian Colleges of Education

Abstract

The study focused on the effect of digital interactive model on the spoken English skills of College (NCE) undergraduates in Ekiti and Ondo states respectively. The study was delimited to the segmental elements of spoken English. The Quasi-Experimental design based on pre-test, and post-test was utilized for the study. The study comprised a total of 200 samples of students offering English as a double major at the 100 level of the NCE programme at the College of Education, Ikere-Ekiti, Ekiti state and Adeyemi College of Education, Ondo, Ondo state. A simple random sampling technique was employed in selecting and distributing 100 samples to the control group situated at Adeyemi College of Education, Ondo, while 100 samples comprised the experimental group located at College of Education, Ikere-Ekiti. The study utilized an Achievement Multiple Choice Test. The reliability coefficient of the instrument using Pearson’s Product-Moment Correlation Coefficient was 0.854 suggesting that the items have relatively high internal consistency. Initially, the samples were exposed to an Achievement Multiple Choice Test without treatment. After six weeks of treatment on the samples, a post-test was carried out on the same homogenous groups. The data collected for the study were analysed using SPSS 20. The findings of the study revealed that, undergraduates exposed to digital interactive model performed significantly better in spoken English than undergraduates taught with conventional methods. The study recommends that, lecturers should embrace active learning pedagogy during teaching, develop and sharpen their ICT skills, while Government should provide adequate funds for upgrading teaching and learning facilities in line with acceptable global standards.