Dr Comfort M. Maor, Dr Catherine E. Ochogwu & Dr Gladys D. Ukume
Abstract
This study investigated the effects of 5Es constructivist instructional approach on secondary school students’ achievement in summary writing. The study adopted the non-equivalent pre-test-post-test control group quasi experimental design. Sample size for the study consisted of 176 SSII students drawn through purposive sampling technique from four co-educational schools in Makurdi Local Government Area. The instrument for data collection was Summary Writing Achievement Test (SWAT) which was validated by three experts. The two research questions were answered using Mean and Standard deviation, while the two hypotheses were tested at 0.05 level of significance using the Analysis of Covariance (ANCOVA). The results showed that 5Es constructivist approach was effective in teaching summary writing. The results also indicated that there was no significant difference in the mean achievement scores of male and female students in summary writing. It was recommended that secondary school teachers should use this approach to teach summary writing in secondary schools as an alternative to the conventional approach.