Effect of Direct Instruction and Read – Test Strategies on Senior Secondary School Students’ Achievement in Summary Writing in Edo State

Abstract

The study examined the effectiveness of Direct Instruction and Read-Test Instructional Strategies on the achievement of secondary school students in English language summary writing in Edo State, Nigeria. A pretest-posttest, control group quasi-experimental design was used for the study. The population of the study consists of 12,766 senior secondary year II (SSII) students from Edo South Senatorial District, and a sample of 264 students drawn from this population participated in the study. The instrument used for data collection was Students’ Achievement Test in Summary Writing (SATSW) adopted from English language West African Examination Council (WAEC) past question paper. The instrument was given to two language Education experts in the University of Benin, for content validity. The instrument had a reliability of calculated r.96 and interrater reliability estimate of .89. Three hypotheses were tested at 0.5 alpha level. Data were analyzed using means, standard Deviation and t-test. The result revealed that the experimental group outperformed the control group. It was therefore recommended that English language teachers should be trained through workshops and seminars by exposing them to summary writing strategies using Direct-instruction.