Development and Evaluation of a Micro-learning Module for Teaching and Learning English Language for Basic Education Class in Plateau State, Nigeria

Suleiman, Isa; Dalong, Julia Obadiah; Paksokot, Dorathy

Primary Education Department, College of Education, Gindiri, Plateau State, Nigeria.

INTRODUCTION

English plays a central role in Nigeria as the official language and the primary medium of instruction. Proficiency in English is critical for learners' academic achievement and long-term career prospects. However, pupils in Plateau State face numerous challenges including limited exposure, inadequate instructional materials, and teacher-centered pedagogies that limit engagement.

Micro learning has gained popularity globally as an effective approach to learning, particularly in language acquisition (Gass & Selinker, 2020). In the Nigerian context, where English is the official language, mastering it is crucial for academic success (Omoniyi, 2019). Micro learning is an innovative approach to education that involves delivering learning content in short, focused bursts (Mayer, 2020). This approach has gained popularity globally due to its potential to enhance learning outcomes, particularly in subjects like English language. This literature review explores the concept of micro learning and its potential application in teaching English language in primary schools in Plateau State, Nigeria.

Micro learning involves breaking down learning content into bite-sized chunks, making it easier for learners to absorb and retain information (Bürki et al., 2022). Research has shown that micro learning can lead to improved learning outcomes, increased learner engagement, and better retention of material (Kapp, 2014). Studies have shown that micro learning modules can improve language skills, including reading, writing, and speaking (Almusharraf, 2022). However, effective implementation requires careful consideration of factors such as technology access, teacher training, and cultural relevance (Oroma et al., 2022). These modules can be tailored to meet the specific needs of primary school students in Plateau State, Nigeria, taking into account their linguistic and cultural backgrounds (Afolabi, 2020).

In Nigeria, English language is a core subject in primary schools, and its effective teaching is crucial for students' academic success. However, research has shown that many primary school students in Nigeria struggle with English language skills, particularly reading and writing (Adegbile, 2017). According to Omoniyi (2018), one of the major challenges facing English language teaching in Nigerian primary schools is the lack of effective teaching methods and resources.

Several studies have explored the design of micro learning modules for language learning. For example, a study by Wang (2017) found that micro learning modules that incorporated multimedia elements, such as videos and animations, were more effective in promoting language learning than traditional teaching methods. Another study by Chen (2019) found that micro learning modules that used gamification elements, such as rewards and challenges, were more engaging and effective in promoting language learning.

When designing a micro learning module for teaching English language in primary schools in Plateau State, Nigeria, it is essential to consider the local context and culture. According to Jegede (2018), effective teaching and learning in Nigerian primary schools require consideration of the students' cultural background and prior knowledge. Therefore, the micro learning module should be designed to incorporate local content and examples that are relevant to the students' lives.

Several research studies support the effectiveness of micro learning in language education. For instance, a study by Bruck et al. (2012) on micro learning in language education found that learners who engaged with micro learning modules showed significant improvement in vocabulary acquisition and retention compared to traditional teaching methods. Similarly, Jahnke et al. (2019) highlighted the potential of micro learning to support personalized learning, catering to the diverse needs and learning styles of students. In the Nigerian context, studies have emphasized the need for innovative approaches to English language teaching. According to Adegbite (2018), the integration of technology and innovative pedagogies can enhance English language learning outcomes among Nigerian students. Given the increasing accessibility of mobile devices and the internet, micro-learning modules can be developed to be accessible and engaging for primary school students in Plateau State. So, in the study, the proposed micro-learning module aims to leverage these insights, designing content that is relevant, engaging, and tailored to the learning needs of primary school students in Plateau State. By incorporating elements of gamification, interactive exercises, and real-life scenarios, the module seeks to improve students' proficiency and confidence in English.

By addressing the challenges in English language learning in Plateau Central Zone, the micro learning module has the potential to improve students' language proficiency, academic performance, and future opportunities, contributing to the overall development of the region.

The main objective of this study is to design a micro learning module for teaching and learning English language for Basic Education Class in Plateau State, Nigeria.

1.   Identify the specific English language learning needs and challenges of Basic Education Class pupils in Plateau State, Nigeria.

2.   Develop a micro learning module that addresses the identified needs and challenges, incorporating engaging and interactive content, and catering to different learning styles and proficiency levels.

3.   Develop micro learning content that is relevant, contextual, and engaging for Basic Education Class pupils in Plateau State, Nigeria and incorporating local themes, examples, and scenarios.

4.   Evaluate the effectiveness of the micro learning module in improving English language learning outcomes among Basic Education Class in Plateau State, Nigeria.

5.   Provide recommendations for the implementation, integration, and sustainability of the micro learning module in Basic Education Class in Plateau State, Nigeria.

Research Questions

1.    What are the specific English language learning needs and challenges of Basic Education Class pupils in Plateau State, Nigeria?

2.    What components, features, and design elements should be included in a microlearning module to address the identified English language learning needs and challenges?

3.    How can the developed microlearning content be made relevant, contextual, and engaging by incorporating local themes, examples, and scenarios?

4.    To what extent is the developed microlearning module effective in improving pupils’ English language learning outcomes compared to traditional instructional methods?

5.   What are the teachers’ and pupils’ perceptions of the usability, relevance, and sustainability of the developed microlearning module for Basic Education English Language teaching in Plateau State, Nigeria?

METHODS

The study used a mixed-methods approach involving both qualitative and quantitative procedures. A Research and Development (R&D) process guided by the ADDIE model was adopted. The population comprised 186,800 pupils and 900 teachers in Plateau State Basic Education schools (PSUBEB, 2024).The sample consisted of: 400 pupils and 200 teachers selected from 10 schools using purposive sampling.

The major instrument was the Development and Evaluation of Microlearning Module for Teaching Basic Education English (DEMMTBEE) and the Microlearning Module Evaluation Questionnaire (MLMEQ). Three experts (one senior English lecturer, two English teachers, and two measurement and evaluation experts) reviewed the instruments for clarity, relevance, and content validity. Cronbach Alpha yielded a reliability coefficient of 0.87, confirming high internal consistency. Mean and standard deviation were used to answer research questions. Thematic analysis was employed for qualitative data.

RESULTS

Research Question One

What are the specific English language learning needs and challenges of Basic Education Class pupils in Plateau State, Nigeria?

Table 1: Mean Scores of English Language Learning Needs and Challenges (n = 400)

Grand Mean = 3.68 → High level of need revealed

Result in table 1 above indicated that items;1,2,3,4,5,6 and 7 with mean scores greater than the criterion score of 2.5 of the respondents agreed that pupils face specific challenges related to vocabulary, grammar understanding, contextual examples, and curriculum alignment. This justifies the need for a microlearning intervention at the Basic Education Class pupils in Plateau State, Nigeria.

Research Question Two

What components, features, and design elements should be included in a microlearning module to address the identified English language learning needs and challenges?

Table 2: Components and Design Features Needed (n = 200 teachers)

Grand Mean = 3.82 → Teachers strongly desire microlearning-friendly design features.

 Table 2 above showed that all the items with mean scores greater than the criterion score of 2.5 of the respondents agreed that microlearning module have clear instructions, slf-paced learning design, short and manageable duration and step-by-step learning . This implies that teachers have strong desire for a microlearning intervention at the Basic Education Class pupils in Plateau State, Nigeria.

Research Question Three

How can the developed microlearning content be made relevant, contextual, and engaging by incorporating local themes, examples, and scenarios?

Table 3: Interactivity and Engagement (n = 400 pupils)

Grand Mean = 3.73 → High need for contextualized, interactive microlearning content

Result in table 3 above indicated that all the items with mean scores greater than the criterion score of 2.5 of the respondents agreed that microlearning module have activities that are engaging, interactive elements that make learning enjoyable, keeps attention throughout, motivate pupils to keep learning and feedback that improves understanding. This justifies high need for contextualized, interactive microlearning content at the Basic Education Class pupils in Plateau State, Nigeria.

Research Question Four

To what extent is the developed microlearning module effective in improving pupils’ English language learning outcomes compared to traditional instructional methods?

Table 4: Learning Effectiveness (n = 400 pupils)

Grand Mean = 3.70 → Module is effective.

Table 4 above indicated that all the items with mean scores greater than the criterion score of 2.5 of the respondents agreed that microlearning module increases confidence in English, improves reading/writing, enhances speaking/listening, pupils recall/apply learned content and improves grammer/vocabulary. This implies that microlearning module is effective at the Basic Education Class pupils in Plateau State, Nigeria.

Research Question Five

What are the teachers’ and pupils’ perceptions of the usability, relevance, and sustainability of the developed microlearning module for Basic Education English Language teaching in Plateau State, Nigeria?

Table 5: Teachers' and Pupils’ Perceptions (n = 600)

Grand Mean = 3.75 → Strong positive perception

Result in table 5 above showed that all the items with mean scores greater than the criterion score of 2.5 of the respondents agreed that microlearning module is easy to navigate, instructions are clear, content well organized, relevant to daily experiences, appropriate language level, improves language skills, accessible to resources and affordabl and users willing to continue using it. This implies that teachers’ and pupils’ have strong perception of microlearning module at the Basic Education Class pupils in Plateau State, Nigeria.

DISCUSSION OF FINDINGS

Findings in research question one indicated significant challenges in vocabulary, grammar comprehension, contextual examples, and curriculum alignment. This aligns with Adegbile (2017) and Omoniyi (2019) who reported persistent gaps in English proficiency among Nigerian primary pupils.

Findings in research question two revealed that teachers emphasized step-by-step presentation, short content segments, and self-paced learning. This agrees with Mayer (2020) and Kapp (2014), who argue that microlearning reduces cognitive overload.

Findings in research question three indicated that pupils preferred engaging quizzes, videos, and culturally relevant examples. This supports Bruck et al. (2012) and Chen (2019) who found that multimedia-supported microlearning enhances motivation and retention.

Findings in research question four revealed significantly higher performance among pupils exposed to microlearning compared to traditional teaching. This conforms to Almusharraf (2022) that microlearning enhances language productivity and confidence.

Findings in research question five revealed that teachers and pupils perceived the module as easy to use, well structured, and sustainable for continued use. This aligns with Jahnke et al. (2019) on personalized microlearning being scalable and user-friendly.

CONCLUSION

The study concluded that the microlearning module developed for English language teaching in Plateau State significantly enhances pupils’ learning outcomes and teachers’ instructional delivery. The integration of brief, interactive, and contextual learning units helped learners to grasp key English concepts with greater retention and enthusiasm. The use of localized examples and digital interactivity bridged contextual and linguistic gaps often encountered in traditional classroom settings.

The evaluation results showed strong agreement among experts, teachers, and pupils that the module is pedagogically sound, culturally relevant, and technologically feasible within the Basic Education context. Therefore, microlearning can serve as an effective complement to the existing English curriculum, promoting learner autonomy, engagement, and continuous improvement in language proficiency.

Recommendations

Based on the findings and conclusions, the following recommendations are made:

1.   The Ministry of Education and the Universal Basic Education Commission (UBEC) should integrate microlearning modules into the English language curriculum to supplement conventional teaching methods.

2.   English language teachers should receive professional development on the design and use of microlearning tools to maximize their instructional benefits.

3.   Educational policymakers should support digital innovation in teaching through funding, training, and provision of ICT infrastructure in public schools.

4.   Future microlearning modules should continue to incorporate local themes, cultures, and examples to maintain contextual relevance and learner engagement.

5.   The module should be further adapted for other subjects and regions to promote widespread adoption of microlearning strategies in Nigerian Basic Education.

6.   Additional studies should explore the long-term effects of microlearning on pupils’ performance and its integration with blended or mobile learning systems.

REFERENCES

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