Effects of Leitner’s Learning Box (LLB) on Enhancing the Teaching and Learning of The Verbs ‘Been and Being’ In Primary Schools in the FCT, Nigeria.

Abstract

One of the greatest problems of learners of English as a second language has been the use of the primary auxiliary verbs ‘Been and Being’. This error is easily observed across different users of the English language, irrespective of age, qualification and status, the print media and others. Therefore, the purpose of this study is to ascertain the effects of Leitner’s learning box (LLB) on enhancing the teaching and learning of the verbs “been and being” on primary school pupils in the FCT, Abuja. In order to conduct the study, a sample size of 180 pupils from 4 public primary schools in the FCT area were selected at random from a target population of 1800 pupils from 20 Public Primary Schools. A self-constructed questionnaire was employed as a relevant tool to gather data from respondents to identify and ascertain the effects of Leitner’s learning box (LLB) on enhancing the teaching and learning of the verbs “been and being” in primary schools in the FCT, Abuja. Descriptive statistics, such as frequency, standard deviation and mean were used in analysing the data and reporting the study findings. Pearson product-moment analysis and t-test analysis were used to establish the relationship between Leitner’s learning box and the extent of its effects on teaching and learning the verbs ‘been’ and ‘being’. The result of the study established that Leitner’s learning box is one of the most pertinent approaches to improve teaching and learning the verbs ‘been’ and ‘being’. Therefore, it has been recommended that head-teaches and all English teachers should be motivated and provided with the necessary instructional tools to carry out effective Leitner’s learning box.