Effect of 5Es Constructivist Instructional Approach on Students’ Interest in Summary Writing in Benue State, Nigeria
DOI:
https://doi.org/10.51699/ijllal.v1i3.377Keywords:
5Es Constructivist Instructional Approach, Interest and Summary WritingAbstract
The study determined the effect of 5Es constructivist instructional approach on students’ interest in summary writing in Benue State, Nigeria. Two research questions and three hypotheses guided the study. The study adopted a quasi-experimental design, specifically, the pre-test post-test non-randomized design. The population of the study consisted of One thousand six hundred and fifty nine (1,659) senior secondary class two (SS II) students in the Makurdi Local Government Area of Benue State. The sample size for the study was one hundred and seventy six students (79 males and 97 females) which were randomly drawn from four intact classes in four co-educational schools in the Local Government Area. The instrument for data collection was Summary Writing Interest Inventory (SWII). The validation of the instrument was done by experts from the University of Nigeria Nsukka. The reliability index 0.72 of was obtained for SWII which was done using Cronbach’s Alpha. The research questions were answered using mean and standard deviation while the hypotheses was tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study showed that 5Es constructivist instructional approach had a greater effect on students’ interest in summary writing than the conventional group. Also, it was revealed that gender had no influence on students’ interest in summary writing. Moreover, there was no interaction effect of instructional approach and gender on the mean interest scores of students in summary writing. Based on the findings, the researchers recommended among others that secondary school teachers should use the 5Es constructivist instructional approach in teaching summary writing in their classes.
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