EFFECT OF INTEGRATED METHOD OF TEACHING ON LOWER-BASIC PUPILS’ WRITING PERFORMANCE IN KADUNA, NIGERIA

Abstract

This study examined the effect of Integrated Method of Teaching on Lower-basic Pupils’ writing performance in Kaduna, Nigeria. The objectives of this study were to examine the: (i) general performance of Lower-basic Pupils’ in writing; (ii) effect of IMT on Lower-basic Pupils’ in writing; and, (iii) influence of gender on Lower-basic Pupils’ in writing performance. Two-groups, pre-test, post-test, quasi-experimental design were adopted for this study. The population consisted of all Lower-basic Pupils in Kaduna.. Two Primary School were sampled using multi-stage sampling technique. The sample was categorised into one experimental group and one control group. A total number of 100 Lower-basic Pupils (Primary III) were sampled. English writing Performance Test (EWPT) was used to collect data from the respondents. The test items were adapted from Lower-basic English language texts and validated by language experts. The reliability of the instrument was carried out through test re-test technique in an interval of two weeks and a reliability index of 0.72 was obtained using Pearson Product Moment Correlation (PPMC). The data were analysed using the percentage, mean, standard deviation, and analysis of co-variance (ANCOVA) at 0.05 level of significance. Findings of the study revealed that: (i) the general performance of Lower- basic Pupils’ in writing (in both groups) was low before the treatment but high after the treatment; (ii) that Integrated Method of Teaching significantly improved Lower-basic Pupils’ writing performance; (iv) that there is no significant effect of IMT on Lower-basic Pupils’ in writing performance on the bases of gender. The study concluded that IMT adds value to pupilts’ writing performance.