Effect of the Use of Games and Interactive Activities in the Teaching and Learning of Vocabulary Among Junior Secondary Students in Ezza North Local Government Area of Ebonyi State

The study investigated on the effect of the use of games and interactive activities in the teaching and learning of vocabulary among junior secondary students of Ezza North local government Area of Ebonyi state. Two research questions guided the study which was anchored on the Jean Piaget learning theory of constructivism. Descriptive survey design was used and the population consisted of all the 27 junior secondary schools and 99 students in the two schools which were sampled using random sampling technique. A questionnaire titled “Questionnaire on Effect of Games and Interactive Activities in the Teaching and Learning of Vocabulary among Junior Secondary Students’ (QEGIATLVJSS)” was used to collect data. Using percentage, mean and standard deviation, the data were analyzed. The result revealed that a high number of both male and female students responded positively to the use of games and interactive activities in learning vocabulary. The result further highlights the advantages of using interactive, engaging teaching techniques in improving students’ performance. Prior to this research, teachers have had to deal with students who are slow to respond to teaching and are reluctant to engage in class activities that would aid learning, however, after introducing games and interactive activities, students seem to enjoy learning and actively participate in games and interactive activities. They were also seen to respond more and have an improved academic performance in speaking vocabulary. The study recommended that junior secondary school students should be taught more with games and interactive activities for effective learning environment.