The effect of educational media on semantic awareness in Igbo among primary school children in Enugu
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- NGN 5000
Background of the study
Educational media has emerged as a transformative tool in early language learning, particularly in regions where indigenous languages are at risk of gradual erosion. In Enugu, primary school children are increasingly exposed to educational television programs, interactive software, and digital learning platforms designed in Igbo. These media sources are tailored to enhance semantic awareness by integrating culturally relevant vocabulary, contextual storytelling, and visual cues that facilitate the mapping of word meanings to real-life experiences (Chinwe, 2023). Research shows that children who interact with educational media demonstrate improved semantic processing and vocabulary acquisition compared to those taught exclusively through traditional methods (Ibekwe, 2024). In Igbo language classrooms, media-driven instruction supplements conventional teaching by providing multimodal examples of word usage, enabling learners to see and hear the semantic nuances of key terms. This dynamic approach is particularly important in multilingual urban environments, where the rapid influx of global media may otherwise overshadow indigenous linguistic elements. By fostering semantic awareness, educational media helps preserve cultural identity and supports cognitive development in young learners. The study draws on classroom observations, learner assessments, and teacher interviews to explore how educational media impacts semantic understanding and retention among primary school children in Enugu, aiming to contribute valuable insights for curriculum development and language preservation strategies (Okeke, 2025).
Statement of the problem
Despite the growing integration of educational media in Igbo language instruction, there is limited empirical evidence on its effectiveness in enhancing semantic awareness among primary school children. Preliminary observations suggest that while some learners benefit from the multimedia approach, others show minimal improvement due to inconsistent implementation and limited access to quality content (Umeh, 2023). This study seeks to address the gap by systematically evaluating how educational media influences semantic processing and vocabulary retention among young Igbo speakers.
Objectives of the study
- To assess the level of semantic awareness among primary school children exposed to educational media in Igbo.
- To determine the specific features of educational media that contribute to improved semantic processing.
- To propose recommendations for optimizing media content to support indigenous language learning.
Research questions
- How does educational media affect semantic awareness in Igbo among primary school children?
- Which features of educational media are most effective in enhancing vocabulary acquisition?
- What challenges exist in implementing media-driven language instruction in primary schools?
Significance of the study
This study is significant as it provides empirical evidence on the role of educational media in fostering semantic awareness in Igbo. The findings will benefit educators, policymakers, and curriculum developers by offering strategies to enhance language instruction and preserve cultural identity among young learners in Enugu.
Scope and limitations of the study
This study is limited to primary school children in Enugu and focuses exclusively on the impact of educational media on semantic awareness in Igbo. It does not address other language skills or alternative teaching methods.
Definitions of terms
- Educational Media: Digital or broadcast materials used for teaching and learning.
- Semantic Awareness: The ability to understand and interpret the meanings of words and phrases.
- Igbo Language: An indigenous language spoken in southeastern Nigeria.
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