Christian Nwafor, Ph.D & May Homa Obi, Ph.D
Appraisal of Flash Cards and Students’ Academic Performance in English Language in Senior Secondary Schools in Rivers State
Abstract
The research work focused on the appraisal of the use of flash cards and student’s academic performance in English language
in senior secondary schools in Rivers State. The study was guided by the descriptive survey research design. Two research
questions and two null hypotheses were formulated to guide the study. The population of the study comprised one thousand and
two (1002) senior secondary II students and 64 English language teachers. A sample size of 300 respondents was used using
Taro Yamene formula. The instrument for data collection was a self-structured questionnaire tagged “Appraisal of Flash Cards
and Students’ Academic Performance in English Language” (AFCSAPEL). The instrument was validated by two experts in
English Language. The reliability of the instrument was established through pilot testing in which the scores were correlated at
0.80. Mean and standard deviation were used to answer the research questions while Pearson Product Moment Correlation
Coefficient was used to test the hypotheses at 0.05 alpha level. Consequently, it was revealed that pictures, models, drawings,
posters, were enthusiastically available for teaching and learning; flash cards facilitate students’ learning ability and
understanding. Lack of fund, unqualified teaching skill, intolerance by some teachers in the use of flash cards hamper effective
teaching. It was recommended that there should be consistent use of teaching aids to make learning factual. Teachers should use
teaching aids with appropriate method and skills, etc.
