The Effect of Modelling Instruction on the Interest and Achievement of Lower Basic 5 Special Needs Pupils in Special Needs Schools in Abia State, Nigeria

Abstract

The study investigated the effect of modelling instruction on the interest and achievement of lower basic 5 special needs pupils in special needs schools in Abia state, Nigeria. The study employed a quasi-experimental design with pretest, posttest non randomised control group using 2x2 factorial matrix, and gender as moderating variable. Two intact class of lower basic 5 special needs pupils were used for the study and were assigned as experimental and control groups. The experimental group consisted of 12 pupils’ and control group 15 pupils. Data were collected using a 34-item multiple choice Home Economics Achievement Test (HEAT). The questionnaire contained 10 Likert-type questions on interest scale. The instrument was subjected to face and content validation. Face and content validation were carried out by three experts. The internal consistency aspect of the reliability of the instrument was determined using Kuder Richardson (K-R20) formula which yielded an index of 0.81 indicating that the instrument was highly reliable. The experiment which lasted for six weeks was carried out with the assistance of the regular Home Economies teachers in the sampled schools. The HEAT was used to collect data for the Pre-Test, and Post-test and the retention tests. The data collected from the pupils were analyzed using mean and standard deviation to answer the three research questions that guided the study, while the Analysis of Covariance (ANCOVA) was used to test the three null-hypotheses at 0.05 level of significance. The results among others showed that pupils’ Modelling teaching strategy has had an increasing and significant mean score difference on interest scores and achievement scores of primary five special needs pupils’ when taught Home Economics using Modelling teaching strategy and those taught using lecture method. Furthermore, gender has no significant effect on primary five special needs pupils’ taught Home Economics using modelling teaching strategy and those taught using lecture method. It is recommended that Government and relevant professional bodies should pay more attention to special needs schools by providing the needed instructional materials for better instructional delivery.