The Effect of Modelling Instructional Strategies on English Language Achievement of Primary School Pupils'

Abstract

The problem of low achievement in public examinations and the poor ranking of Nigerian public primary schools in international learning assessments has been attributed to several factors, including poor foundation in English Language. This study was designed as an intervention involving three teaching strategies associated with variations in English Language achievement. A pretest–posttest control group design was adopted in a quasi-experimental setting with three treatment levels: modelling, picture-based, and conventional teaching. The sample consisted of 360 pupils randomly selected from six purposively chosen public primary schools in Ile, comprising three urban and three peri-urban schools. Intact classes were randomly assigned to the study conditions. The ten-week study covered reading comprehension, lexis, and structure, and pupils practised expressing ideas orally and in structured statements patterned after trained experts. The English Language Achievement Test and a Teaching Guide were used as instruments. Analysis of covariance was conducted at the 0.05 level of significance. Results showed that instructional strategies had significant effects on English Language achievement (F(2,359) = 84.99, p < .05). Adjusted mean scores were highest for modelling (10.067), followed by picture-based (7.667) and conventional strategies (5.142). Effects varied by school location. The study showed that modelling strategy was superior in promoting higher achievement and positive attitude change.