EFFECT OF ECO-LINGUISTIC ACTIVITIES ON ENVIRONMENTAL AWARENESS AND VOCABULARY ACQUISITION OF EARLY-AGE SCHOOL CHILDREN IN LAGOS STATE
DOI:
https://doi.org/10.20414/jtq.v23i1.14701Keywords:
Eco-Linguistic, Environment, Vocabulary, Early Childhood, EducationAbstract
This study investigated the impact of eco-linguistic activities on environmental awareness and vocabulary acquisition in early-age children. Justified by the need for innovative educational strategies, it employed an experimental mixed-methods design. Forty children (5-7 years) from a Lagos nursery school underwent a 12-week intervention of eco-storytelling, songs, and drama. Pre- and post-tests using a reliable instrument (Cronbach’s ?=0.78) quantified results. Findings demonstrated a statistically significant improvement. A paired-samples t-test revealed a substantial mean gain of 18.50 points in vocabulary scores (t (9) = -4.585, p = 0.001). Environmental knowledge also increased markedly; understanding of terms like "reuse" rose from 34% to 85%. The study concludes that eco-linguistic activities are highly effective. It recommends integrating these practices into early childhood curricula and providing teacher training to foster a generation that is both linguistically proficient and environmentally responsible.
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