EFFECT OF FACE-TO-SCREEN METHOD OF TEACHING ON SECONDARY SCHOOL STUDENTS’ PERFORMANCE AND AFFECTIVE LEARNING IN ENGLISH COMPOSITION WRITING IN GWERU ZIMBABWE
Abstract
This study, actuated by low performance in English composition writing in Zimbabwe, explored the effect of face-to-screen teaching method on secondary school students‘ affective learning and performance in English composition writing in Gweru District, Zimbabwe. The method integrates smart phones as technology in personalized learning in class activity. An experiment with two classes in one school was carried out. A quasi-experimental design was employed which combined both the qualitative and quantitative methods for complementary data collection purposes. The study used independent sample t-test, ANCOVA and two-way ANOVA to analyze statistical data and triangulation of the qualitative data. The study found out that the screen-to-face method, through the smart phone, created a significant difference in both performance and attitude where the experimental class had a positive attitude towards composition writing and better performance in the area as compared to the control class. The face –to-screen method was found to be gender neutral in its effect on performance in English composition writing and to improve social interactions in the classroom on mutual respect, on task related support and on collaboration. It is recommended that teachers of English composition writing use the face -to- screen method to improve performance in their learners. A re-evaluation of the ban on smart phones in public schools be considered as teachers perceived the smart phone as a potential tool for teaching and learning of composition writing.