The study investigated the effects of children‐generated illustrations and gender on pupils’ achievement in phonics in the Udenu Local Government Area of Nigeria. The study employed a non‐equivalent quasi‐experimental 2 x 2 factorial research design. Some 172 primary two pupils from 4 schools were used for the study. The English Achievement Test (EAT) was used to collect data. Three hypotheses were tested. The data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results showed that there was a significant main effect for illustration on pupils’ achievement in phonics F(1,167) = 24.596, p<.000; there was non‐significant main effect of gender on pupils’ achievement in phonics F (1,167) = 0.291, p <.082; and there was non‐significant interaction effect of illustration and gender on pupils’ achievement in phonics F (1,167) = .253, p <.615. It was recommended that the Ministries of Education should ensure that textbook authors incorporate children‐generated illustrations in the instructional materials for pupils.

中文翻译：

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儿童生成的插图在语音中对小学生成绩的影响

这项研究调查了尼日利亚乌德努地方政府地区儿童产生的插图和性别对学生语音成绩的影响。该研究采用了非等效的准实验2 x 2因子研究设计。该研究使用了来自4所学校的172名小二学生。英语成绩测试（EAT）用于收集数据。测试了三个假设。使用描述性统计数据和协方差分析（ANCOVA）分析数据。结果表明，语音对学生成绩的说明有显着的主要影响F（1,167）= 24.596，p <.000；语音F对性别的影响没有显着的性别影响（1,167）= 0.291，p <.082；在语音F中，插图和性别对学生成绩的交互作用没有显着影响（1,167）= .253，p <.615。建议教育部确保教科书作者将儿童生成的插图纳入学生的教学材料中。