Enhancing English Preposition Instruction among Post-Secondary School Students through the Integration of Interactive Learning Tools in Zaria Local Government

Abstract

This paper discussed the impact of the integration of interactive learning tools in enhancing English preposition instruction among post-secondary school students in Zaria local government.  A quasi-experimental design was utilized in the study. Two groups of participants were used as control and experimental, comparing the group using digital tools and the one using traditional methods. The study used stratified random sampling to select a sample of 20 NCE I students in various course combinations other than English in the Federal University of Education Zaria. The sample was split into two groups – experimental and control. Digital tools were used in teaching the experimental group prepositions, while traditional approaches were chiefly used in teaching the control group. An objective test comprising 20 items was used to collect data on the participants' performance in using prepositions in both sentences. The test comprised sentences each of which consisted of a preposition selected to elicit responses from the participants, in both the pre-test and the post-test, to demonstrate their performance in the use of prepositions. Three prepositions were selected for use in testing the participants. These prepositions were at, in, and focused on their literal and metaphorical meanings. This research finds that utilizing technology in preposition instruction has pedagogical benefits which include increased motivation, lasting engagement and clear perception among students. The paper also addresses the potential challenges educators face, including technological accessibility and the need for adequate training. The study recommends that English teachers should employ a balanced approach that encompasses both traditional and innovative instructional methods.