Effect of Social Constructivist Teaching Approach on Senior Secondary School Student’s Achievement in Summary Writing in English Language in North Central Geopolitical Zone of Nigeria

Udenkwo; Uche Cletus

doi:10.56201/ijelcs.vol.10.no4.2025.pg8.23

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Effect of Social Constructivist Teaching Approach on Senior Secondary School Student’s Achievement in Summary Writing in English Language in North Central Geopolitical Zone of Nigeria

Udenkwo, Uche Cletus

Abstract

This study investigated the effect of social constructivist teaching approach on senior secondary school student’s achievement in summary writing in English Languages in the North central geopolitical zone, Nigeria. Five research questions and five hypotheses guided the study. The study adopted a quasi-experimental 2x2x2 pre-test non- equivalent control group factorial design. The population of the study was all senior secondary school (SS11) in the north central zone. A sample of 163 SSS11students purposefully selected from six co -educational secondary schools in the North Central was used for the study. Four intact classes were assigned to different treatments. Two schools was drawn from the urban area and two from rural area. One instrument was used to collect data for the study. The instrument was English Language Standardized summary achievement test (ELSSAT). The instrument though standardized instrument adopted from WAEC was subjected to face validation as well as the lesson plan developed for both the experimental and control groups. The ELSSAT was not subjected to reliability test as it was a standardized instrument. Mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results showed that students taught English Language summary writing using the social constructivist approach performed better than students taught with the objectivist teaching approach. Male students performed better than their female counterparts in English Language summary writing. The study also revealed that urban students taught using social constructivist teaching approach performed better than their rural counterparts. There was significant difference in the mean achievement scores of male and female students taught using the social constructivist teaching approach and those taught using the objectivist approach. There was s

References

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Effect of Social Constructivist Teaching Approach on Senior Secondary School Student’s Achievement in Summary Writing in English Language in North Central Geopolitical Zone of Nigeria

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