Journal of Education & Social Policy

Effects of Strategy of Teaching and School Location on Primary School Pupils’ Achievement in English Language
Victoria Ihekerenma IROEGBU (Ph.D.)

Abstract
English language is a very important language for both school and societal applications. It had been a stumbling block for most young people at both school and in business. Many scholars believe that poor mastery of English language contributes significantly to low level achievement that occurs regularly in both school and public examinations in the nation. This study therefore investigated the effect of modeling instruction and picture reading strategies as interventions for ameliorating poor learner achievement. The traditional strategy of teaching English grammar, literature and essay at separate times was used as control strategy. The three strategies were each mounted at both urban and peri-urban schools. Each strategy was operationalized by university graduate English education teacher. The sample which was purposive consisted of 300 primary three children, 100 in each treatment condition having equal gender representation. The treatment lasted eight weeks before the posttest. The instrument used for data collection was an English language achievement test, which was a multiple choice objective test having 40 items and four plausible options for each item. The results were subjected to the analysis of variance with the pretest as covariate of the posttest. Data analysis revealed that strategy of instruction was significant: {F (2,299) = 58.357; p < .05}. School location was also significant: {F (1, 299) = 11.710; p < .05} =. Strategy X location interaction was equally significant: {F (2, 299) =19.571; p < .05}. Thu results were fully discussed and modeling instructional strategy was recommended for teaching pupils at the basic level of education in Nigeria.

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