Asuquo, Eno Ndarake
This study investigated the differences in the performance of learners in English language exposed to audio-tape instructional package and those not exposed to the learning package in the schools of study. Performances of male and female learners exposed and those not exposed to the study package were compared and the effect of the study on lessons ascertained. A quasi-experimental two-by-two factorial design involving pre¬test and post-test was used. The population consisted of all the learners of English in eight public primary schools in three states of the South-South geopolitical zone in Nigeria. Thirty primary four pupils from each of the eight primary schools were randomly sampled, making a total of Two Hundred and Forty (240) pupils. Two instruments: a researcher-designed audio-tape instructional package and a researcher-prepared-proficiency-test were used. The pretest-post-test from the two groups of study were analysed using analysis of co-variance and independent t-test. The hypotheses were tested at 0.05 level of significance. The result showed that the learners taught with audio-tape instructional package performed significantly better in the pronunciation of English words than those taught with the chalk and talk method (F-64.32). There was no significant difference in the performance of male and female learners in the pronunciation of English words (t=0.61. P<0.05). The study concluded that audio-tape instructional package enhance primary school learners’ performance of English language words. Further study is recommended on instructional Radio and Television in primary and higher levels of education in Nigeria.