ANALYSIS OF MORPHOLOGY AND SYNTAX PERFORMANCE OF STUDENTS USING A WEBQUEST-BASED TEACHING STRATEGY AT IGNATIUS AJURU UNIVERSITY OF EDUCATION, RIVERS STATE

This study analyzed the performance of students in morphology and syntax using WebQuest-based teaching strategy at Ignatius Ajuru University of Education, Rivers State. A quasi-experimental pre-test and post-test non-equivalent group design was used. The study was guided by two research questions and two hypotheses. The sample consisted of 280 year two students drawn from a population of 1,203 year two students from the Faculty of Humanities, Ignatius Ajuru University of Education. Purposive and simple random sampling techniques were used to select the samples. The research instrument for data collection was a 40-item multiple-choice test questions on morphology and syntax validated by one senior lecturer in language education and two experts in measurement and evaluation. Kuder-Richardson 21 was used to calculate the reliability, and a coefficient of 0.84 was obtained. Mean, standard deviation, and percentage were used to analyze the research questions, whereas analysis of variance and t-test were used to test the null hypotheses at the 0.05 level of significance. Findings revealed no significant difference between the mean performance scores of male and female students taught morphology and syntax using the WebQuest-based teaching strategy. In addition, there was no significant difference in the interaction effect of gender and teaching method on the mean morphology and syntax performance score of undergraduate students in both the treatment (WebQuest) and control groups. It was recommended that morphology and syntax should be taught to undergraduate students using the WebQuest design teaching strategy because it enhanced the performance of both male and female students