Effects of an Indigenous Alphabet Game on the Yoruba Alphabet Knowledge of Preschool Children in Nigeria

Abstract

The innovative idea of the new indigenous alphabet Game (lakanlaka) is a very good
example of a way of acquiring pre-reading skills such as alphabet knowledge. Research
findings have shown that most preschool centers in Nigeria have failed to implement the
language policy provision which has led to a gross failure in the development of
appropriate local games suitable to facilitate this important pre-reading skill within the
country. This may be the reason most children struggle with reading and writing in Yorùbá
language at primary level. Pretest-posttest control group quasi-experimental research
design was adopted for this study. The participants were 25 children in Nursery II intact
classes from two private schools in Ibadan metropolis. Indigenous Alphabet Game and
conventional strategy were used in experimental and control group respectively. The
study lasted for 8 weeks.3 instruments and 2 instructional guides were used. Data were
analysed using ANCOVA. IAGS enhanced children’s indigenous alphabet knowledge
(F(1,17) =15.26;P<0.05;ɳ2=0.47).. More so, home language (F(1,17) =2.40;P>0.05;ɳ2=0.12)
and cultural background (F(1,17)=2.41;P>0.05;ɳ2=0.12) have no significant main effect on
preschool children’s indigenous alphabet knowledge. It was recommended that preschool
teachers be trained on how to use Indigenous alphabet game to improve children’s
indigenous alphabet knowledge.

Key words: Indigenous, Game, Yorùbá, Alphabet, knowledge, children