Socio-Constructive Collaborative Method and Pupils’ English Studies Academic Achievement in Southwestern Nigeria

Abstract

Due to the Covid-19 outbreak, children’s schooling was affected. In an attempt to rescue children from falling into memory decline, schools embarked on online teaching and learning. However, this step instead of being a solution created further academic divide among learners in Nigeria especially among primary school pupils in urban and rural areas. Moreover, the common conventional method teachers use in teaching primary school pupils has not really enhanced academic achievement of the pupils. Therefore, this study investigated the effect of a socio-constructive collaborative method on pupils’ English studies academic achievement in southwestern Nigeria. The study adopted a quasi-experimental research design. The population of the study includes all 480 pupils from 8 randomly selected schools each in Oyo, Osun, Ondo and Ekiti states. The study lasted for 15 weeks. Validated primary school pupils’ achievement test in English studies and English studies socio-constructive pedagogical instructional guide were the instruments used for the study. The study found out that there was a significant main effect of intervention on primary school pupils’ English studies achievement (F(1;475) = 8.68; p<0.05; partial ῆ2 = 0.02).The study further showed that pupils exposed to socio-constructive collaborative method have higher English mean score (12.37) than those exposed to the conventional method (11.04). The study also found out that those exposed to the socio-constructive collaborative method have higher English studies mean scores in both urban and rural settings. It was concluded that the socio-constructive collaborative method should be adopted as an instructional strategy that can foster equal-accessed context-based primary education.