The Application of Planned Repetition Skill to Remedy Lack of Understanding as A Result of Forgetting in Learning French among First Year Students of Ignatius Ajuru University of Education, Port Harcourt

Abstract

Lack of understanding in French oral/vocabulary and dictation has become a serious problem among some first year students of the university. Lecturers overlook the improper placement of French oral/vocabulary and, dictation in terms of spelling (writing and pronunciation. This is as a result of lack of understanding among the students. This problem has over flown to French students on internship, teaching practice and French students abroad. This study therefore determines the effectiveness, of planned repetition in understanding French oral/vocabulary and dictation. The population comprised all first year male and female students of department in the university. No pre-test was given but post test was administered. The instrument used in gathering data for the study is understanding French through planned repetition skill (UFPRS) Kuder Richardson formula 21 was used to establish the reliability of the UFWPR and the result showed a reliability coefficient of 0.82. Chi-square-and percentages were used in the analysis of data from the findings. It was observed that most students that were not placed on planned repetition skill performed better than those placed on planned repetition skill. Also gender does not make any significant difference in application of planned repetition skills and unplanned repetition in a conventional class to remedy lack of understanding as a result of forgetting. Based on the above findings, it was recommended that French teachers should always apply planned repetition teaching skills while teaching French students especially, year one. The reason is that it will enhance recall and reduce forgetting as a remediation approach.