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A purposive sample of 162 students is drawn from one hundred and sixty two learners across intact classes in two schools (experimental vs control). Experimental instruction uses French games, while the control group uses the grammar-translation method. Data are collected with a French Achievement Test (FAT) and analyzed using means, standard deviations, and 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Students in French Language in Junior Secondary Schools in Edo State – Nigeira  \nPeace Alufohai  \nDepartment of Curriculum and Instruction, Faculty of Education, Ambrose Alli University, Ekpoma-Nigeria [Email:](Email: pjalufy@gmail.com)[ ](Email: pjalufy@gmail.com)[pjalufy@gmail.com](Email: pjalufy@gmail.com)  \nAbstract  \nArticle History  \nReceived: May 7, 2020  \nRevised: May 31, 2020  \nAccepted: June 10, 2020  \nPublished: June 12, 2020  \nThe lackadaisical attitude of students to French language over the years is a major concern to this researcher. Thus, the study is geared towards investigating the effects of some games on the academic achievement of students in French language at the junior secondary class two level. Two research questions and two hypotheses guided the study. To give alight to this study, the pre-test, post-test, non-equivalent control group design was adopted by the researcher. The population for the study was the 4,986 public junior secondary school class two students in Edo metropolis. The purposive sampling techniques was used to select one hundred and sixty two (162) students. From the two selected schools, intact classes were drawn-experimental group and control group. The experimental group was taught with the French games (i.e. the instrument) while the control group was taught with the traditional grammar-translation method. Data was collected using French Achievement Test (FAT) . Research questions were answered using means and standard deviations (SD) while research hypotheses were tested using analysis of covariance (ANCOVA) . The analysis of the data yielded the following findings: i. There is a significant difference between the mean achievement scores of students taught with the French games and those taught without French games using the traditional grammar-translation method.  \nii. There is no significant difference between the mean achievement scores of students taught with the French games and those taught without French games in the traditional grammar translation method due to sex and location.  \nKeywords: French; Games; Academic achievement; French language.  \n1. Introduction  \nFrench language is one of the most recognized international languages in the world. Its importance cannot be over emphasized as it serves not only as a means of ordinary communication, it is the official language of so many countries in the world. It is the language of commerce for these several countries. Nigeria as a country is bounded by the East, West, north and south by French speaking nations hence it was at a point in time declared Nigeria‟s second official language. It is regarded as a compulsory subject in the curriculum of primary and junior secondary schools across the country. French is also being taught at the tertiary level in the country (Omongho, 2016) . However, many students who are beginners and encountering the subject for the first time (as this is often the case) at the secondary schools level do not know much about the usefulness of the language and thus, the enthusiasm to study the language is not there. It is pertinent to mention that French language as a subject in Nigerian schools, is not new. It was introduced into the Nigerian schools as far back as 1961 during the Yaonde conference. The conference recommended the introduction of teaching and learning of French as a discipline/subject in Anglophone Africa, including Nigeria. Sadly, the subject is not taken seriously by the Nigerian students, parents and society at large.  \nFrench language is considered as one of the most widely used languages. The language has gained higher height among different international languages because of its pertinence in all spheres of life. According to Emordi (1998), French will help Nigeria acquire more knowledge on how to develop the nation as it is one of the languages used for scientific and technological research. In fact, French has been de","cbCaiset2ENfeN28","https://ap.wps.com/l/cbCaiset2ENfeN28","pdf",478521,"English","# Abstract\n# Article History\n# Introduction\n## Background of French language in Nigeria\n## Rationale for using language games","[{\"question\":\"What was the main purpose of the study on French language games?\",\"answer\":\"To investigate the effects of some French games on students’ academic achievement in French language at junior secondary class two level.\"},{\"question\":\"How were the students taught in the experimental and control groups?\",\"answer\":\"The experimental group was taught using French games, while the control group was taught using the traditional grammar-translation method.\"},{\"question\":\"How were research questions and hypotheses analyzed?\",\"answer\":\"Research questions were answered using means and standard deviations, while hypotheses were tested using analysis of covariance (ANCOVA).\"}]","Effects of Some French Games on the Academic Achievement of Students in French Language in Junior Secondary Schools in Edo State - Nigeira Peace Alufohai | PDF",1790644758,15]