Instruction in text-structure as a determinant of senior secondary school students’ achievement in English narrative text in Ido Local Government Area, Oyo State

Abstract

The study determined the effectiveness of instruction in text-structure on achievement of students in English narrative text. The pretest-posttest control group quasi experimental design was adopted for the study. The participants were 120 students in intact classes from four purposively selected senior secondary schools in Ido Local Government Area of Oyo State. Data were collected using English Narrative Text Achievement Test (r=0.86) and instructional guides. Three null hypotheses were tested at .05 level of significance. Data were analysed using Analysis of Covariance and Estimated Marginal Means. Findings revealed that treatment had significant main effect on students’ achievement in English narrative text((F_(2,117)=15.725; P<.05; η² =.107). Students exposed to instruction in text structure obtained higher posttest mean  score ( X̄ =10.68) than their counterparts in the conventional strategy group ( X̄ 2.70) groups. It is therefore recommended that the strategy should be adopted in teaching English narrative texts for better results.