FACULTY OF EDUCATION

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Subject: search.filters.subject.Explicit instructional strategy

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    Impact of Explicit and Visual Instructional Strategies on Vocational Interest of Pupils with Mild Intellectual Disability in Selected Schools in Ibadan, Nigeria
    (2011) Ayodele, A.A
    Vocational training is important in achieving economic empowerment and independence in persons with intellectual disability. However, pupils with intellectual disability often enter the labour market in Nigeria without receiving vocational training resulting into serious challenges to these pupils. Several existing research on pupils with intellectual disability focused on improving academic performance, while few studies have been done on enhancing their vocational interest using Explicit and Visual Instructional strategies. This study, therefore, investigated the impact of Explicit Instructional Strategy (EIS) and Visual Instructional Strategy (VIS) in enhancing the vocational interest of pupils with mild intellectual disability in Ibadan, Nigeria. The study adopted a pretest-posttest control group, quasi experimental research design with a 3x2 factorial matrix. Thirty primary five pupils with mild intellectual disability were purposively selected from three special schools for the handicapped in Ibadan, Oyo State, Nigeria. Selected pupils in each school were randomly assigned to the two experimental groups (EIS and VIS) and control group. Data were obtained using Slosson‘s Intelligence Test (r=0.86), Reading-Free Vocational Interest Inventory (r=0.90) and Socio-Economic Status Scale (r=0.87). Participants in the experimental groups were exposed to eight weeks of vocational interest training using EIS and VIS strategies. Five hypotheses were tested at 0.05 level of significance while data were analysed using descriptive statistics, t-test, Analysis of Covariance and Duncan post hoc test. The experimental groups (EIS and VIS) had higher vocational interest scores than those in the control group (F(2,29)=8.04; p<0.05). The Duncan post hoc test further showed that each of the three possible pairs of instructional groups was significantly different from one another (p<0.05). The group exposed to VIS had the highest post-test score (x=67.97) than the EIS (x=60.32) while the least post-test score was obtained by the control group (x=60.32). There was significant main effect of socio-economic status in enhancing vocational interest of pupils with intellectual disability (F(1,29)=4.454; p<0.05). Pupils with high socio-economic status background had higher vocational interest score ( x =65.73) than those with low socio-economic status. There was no significant effect of gender in enhancing of vocational interest of pupils with intellectual disability. The females obtained higher post-test mean score ( x =64.92) than their male counterparts ( x =64.04).Visual Instructional Strategy and Explicit Instructional Strategy were effective in enhancing the vocational interest of pupils with mild intellectual disability. Therefore, the two strategies should be adopted for use in enhancing vocational interest of pupils with intellectual disability, both in the general education classroom and in special education settings. Also, the government should organise in-service trainings like seminars, workshops and conferences for primary school teachers on the use of the instructional strategies in other to enhance the vocational interest of pupils with intellectual disability.
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    Effects of Explicit and Generative Instructional Strategies on Senior Secondary School Students’ Learning Outcomes in Summary Writing in Ibadan Metropolis, Nigeria
    (2014) Olagbaju, O. O
    Reports from public examination bodies reveal that students’ performance in English Language is poor. This has been traced to perceived wrong instructional strategies adopted by most teachers of English language. Literature has suggested the adoption of explicit and generative instructional strategies that address the deficiencies. However, there is a dearth of empirical research on the effectiveness of the two strategies on summary writing among Senior Secondary School (SSS) students, particularly in Ibadan metropolis. This study, therefore, examined the effects of explicit and generative instructional strategies on students’ achievement in and attitude to summary writing in Ibadan Metropolis. The moderating effect of cognitive style and gender were equally examined. The study adopted pretest-posttest, control group quasi-experimental design with a 3x2x2 factorial matrix. Participants were 200 SSS II students from six purposively selected intact classes of six public secondary schools in Ibadan metropolis. The students were assigned to explicit instructional strategy (75), generative instructional strategy (65) and control (60) groups. Treatment lasted twelve weeks. Seven instruments were used: Summary Writing Achievement Test (r=0.81), Attitude to Summary Writing Questionnaire (r=0.78), Cognitive Style Inventory (r=0.74), Instructional Guides on Explicit, Generative and Conventional Instructional strategies and Teachers’ Evaluation Sheet. Data were analysed using Analysis of Covariance at 0.05 level of significance and Scheffe post hoc test was also performed. Treatment had significant main effect on students’ achievement (F(2,187)= 12.21) and attitude (F(2,187) = 9.23) to summary writing. Participants in the explicit instructional strategy group obtained the highest achievement score (x = 16.82,η2 =.47) followed by the generative instructional strategy (x = 14.65,η2= .36) and control (x = 12.91,η2=.19). Also, participants in the explicit instructional strategy group obtained the highest attitude score (x = 38.87,η2=.41) followed by the generative instructional strategy (x = 37.45,η2=.35) and control (x = 32.41,η2=.22). Cognitive styles had significant main effect on students’ achievement in summary writing (F(2,187) = 66.60) and none on their attitude. Effect of global cognitive style was lower in students’ achievement (x = 11.19,η2= .35) than in analytic cognitive style (x = 19.09,η2=.47). Also, effect of global cognitive style was slightly higher in students’ attitude (x = 36.48,η2=.49) than in analytic cognitive style (x = 36.46,η2=.48). Gender had no significant main effect on students’ achievement and attitude to summary writing. Effect of gender was lower in male students’ achievement (x = 14.73,η2= .35) than in female students’ (x = 15.22,η2= .38). Also, effect of gender was slightly higher in males’ attitude (x = 36.78,η2= .41) than in females’ (x = 36.13,η2= .40). The two-way and three-way interaction effects were not significant on achievement and attitude. Explicit and generative instructional strategies improved students’ learning outcomes in summary writing. Hence, English language teachers should employ these strategies to improve secondary school students’ achievement in and attitude to summary writing.