Keywords
fluency
quasi-experimental
ANCOVA
Form One
Buea Municipality
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Abstract
Fluency is a persistent weakness among Form One learners in Buea Municipality, with frequent pausing and word-by-word speech. This study examined whether short video recordings improve fluency. Data are from a N=90 at Government Technical High School Molyko: control n=30 and three experimental arms n=20 each. This paper reports the video arm only, using experimental-video n=20 and control fluency sub-scores n=30, total 50. The same 30 control students provided pronunciation, fluency and vocabulary sub-scores under traditional instruction, so control is shared across three reports with distinct outcomes. Experimental arms do not overlap. Fluency was measured with a 10-item test, maximum 50, covering picture description, story retelling and one-minute continuous talk. The experimental group received four weeks of video-based instruction with native speaker dialogues of 3 to 5 minutes. Control received same content through teacher talk and chalkboard. Control fluency moved from pretest M=26.97, SD=6.21 to posttest M=27.53, SD=5.95, gain 0.56. moved from M=32.05, SD=8.06 to M=42.20, SD=5.86, gain 10.15. ANCOVA showed a significant group effect after controlling pretest, F(1,47)=31.47, p<.001, partial eta squared=.401. Adjusted mean difference 10.88, 95% CI [6.95, 14.81], Cohen d=1.53 posttest and 2.07 gains. Within-group change was non-significant for control, t(29)=0.68, p=.50 and significant for experimental, t(19)=9.45, p<.001.o.
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