Socio-Constructive Collaborative Method and Pupils’ English Studies Academic Achievement in Southwestern Nigeria

Amosun Moses, Hannah Ajayi, Ogunniyi Lawrence and Esther Oduolowu (pi)
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Amosun Moses: Department of Early Childhood and Educational Foundations, University of Ibadan
Hannah Ajayi: Institute of Education, Obafemi Awolowo University
Ogunniyi Lawrence: Department of Early Childhood and Educational Foundations, University of Ibadan
Esther Oduolowu (pi): Department of Early Childhood and Educational Foundations, University of Ibadan

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 2, 1039-1045

Abstract: Due to the Covid-19 outbreak, children’s schooling was affected. In an attempt to rescue children from falling into memory decline, schools embarked on online teaching and learning. However, this step instead of being a solution created further academic divide among learners in Nigeria especially among primary school pupils in urban and rural areas. Moreover, the common conventional method teachers use in teaching primary school pupils has not really enhanced academic achievement of the pupils. Therefore, this study investigated the effect of a socio-constructive collaborative method on pupils’ English studies academic achievement in southwestern Nigeria. The study adopted a quasi-experimental research design. The population of the study includes all 480 pupils from 8 randomly selected schools each in Oyo, Osun, Ondo and Ekiti states. The study lasted for 15 weeks. Validated primary school pupils’ achievement test in English studies and English studies socio-constructive pedagogical instructional guide were the instruments used for the study. The study found out that there was a significant main effect of intervention on primary school pupils’ English studies achievement (F(1;475) = 8.68; p

Date: 2024
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