Effects of Picture-Cued Vocabulary Instruction on Students’ Vocabulary Learning Ability, and Attitude of Grade 5 students at Sadamo Welmera Elementary School

Abstract

This study investigated the effects of picture-cued vocabulary instruction (PCVI) on Grade 5 students’ Vocabulary Learning Ability and Attitude at Sadamo Welmera Elementary School, Oromia, Ethiopia. A quasi-experimental research design was employed with 80 students, divided equally into an experimental group and a control group. Picture-cued vocabulary tasks were developed and used as teaching material for the experimental group. Data was collected through tests (pre-and post-tests) and questionnaire, analyzed using an independent t-test, and supplemented with interviews from 10 randomly selected students in the experimental group. The pre-test results revealed no significant difference in vocabulary learning ability between the control and experimental groups prior to the intervention. However, post-test results indicated a significant difference in favor of the experimental group (p = 0.001 < 0.05), demonstrating that PCVI had a strong positive effect on vocabulary learning ability. In addition, student questionnaire and interview findings showed that students in the experimental group developed a positive attitude towards vocabulary learning as a result of the picture-cued instruction. The study concluded that PCVI is an effective instructional strategy that can enhance students’ vocabulary learning ability and foster favorable attitudes toward vocabulary learning in elementary schools. Recommendations for practice were also provided.