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Effects of Two Methods of Instruction on Students’ Critical Response to Prose Literature Text in English in Some Secondary Schools in Benin City

Listed author(s):
  • Ezeokoli, F.O

    (Department of Teacher Education, University of Ibadan, Ibadan, Nigeria)

  • Igubor Patience

    (Department of Curriculum and Instructional Technology, University of Benin, Benin City, Nigeria)

Registered author(s):

    This study investigated the effects of two methods of instruction on secondary school students’ critical response to Prose Literature text. The study adopted a pretest, posttest, control group quasi experimental design. The participants in the study were 84 Senior Secondary II students of Literature-in-English purposively selected from four Schools in Ikpoba-Okha Local Government Area of Edo State. Two intact classes were randomly assigned to each of the treatment and control groups. Three hypotheses were tested at 0.05 alpha level. The instruments used were: Critical Response to Prose Literature Test (r = .75), Questionnaire on Home Background of Students (r = .82), and Critical Response to Prose Literature Test Marking Guide. Data obtained were subjected to Analysis of Covariance and graph. The results showed significant main effect of treatment on students’ critical response to Prose Literature (F (1, 77) = 44.731; p

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    File URL: http://www.conscientiabeam.com/journal/61/abstract/4659
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    Article provided by Conscientia Beam in its journal International Journal of Education and Practice.

    Volume (Year): 4 (2016)
    Issue (Month): 5 ()
    Pages: 167-182

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    Handle: RePEc:pkp:ijoeap:2016:p:167-182
    DOI: 10.18488/journal.61/2016.4.5/61.5.167.182
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    Web page: http://www.conscientiabeam.com/journal/61

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