Effects of Generative Instructional Strategy on Senior Secondary School Students’ Achievement and Attitude to Summary Writing
- May 12, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IV, April 2019 | ISSN 2454–6186
Olagbaju Oladotun Opeoluwa PhD
College of Education and Social Sciences, Legacy University, The Gambia.
Abstract: – Success in English language is one of the prerequisites for academic advancement and admission into tertiary institutions in Nigeria. Students’ performance in English language examinations has been very poor and ineffective strategy in teaching summary writing is one of the causative factors. Most of the instructional approaches have been teacher-centred rather than learner-centred. This study determined the effects of Generative Instructional Strategy on students’ achievement in and attitude to summary writing in Ibadan. Moderating effect of gender was also examined. Four intact randomly selected classes were assigned to experimental and control groups. Data were analysed using analysis of covariance, and Scheffe post-hoc test. Generative instructional strategy was effective in enhancing students’ achievement and attitude to summary writing.
Keywords: Generative Instruction, Summary Writing, Achievement, Gender, Attitude
I. INTRODUCTION
Instruction in English studies in Nigeria cuts across the four language skills which form part of English language curriculum in Nigerian schools and a success in the different skills is generally perceived to be a success in the language. Success in the subject is very important to any student that wishes to gain admission into and succeed in the different levels of education, especially the higher institutions of learning in Nigeria. This is because a minimum of a credit pass in English language is compulsory and considered a strong requirement for admission into Nigerian higher institutions (UTME Syllabus and Brochure, 2012). Despite the importance of the English language to students’ academic advancement and success in the other school subjects, it is sad to note that students’ performance in the subject especially in external examinations has been very poor.
