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| Effect of Know-Want-Learn Strategy on pupils' Academic Performance in Literacy in Irepodun Local Government Area of Kwara state
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Olumuyiwa Ayobami AJAYI, Ph.D, Dada Olabode FAGUNWA
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Abstract:
The foundational skills of literacy are not taught effectively in the twenty-first century. Literacy proficiency is becoming more in demand, and the poor performance of students in the 2020 and 2021 common entry exams was evidence of this. As a result, the study examined how the Know-Want-Learn strategy affected students' academic performance in literacy. There were purposes for this study and in realizing this, three hypotheses were also formulated and tested for this study. This study adopted pretest, posttest control group quasi - experimental design. The population of the study comprised all public and private primary school in Irepodun Local Government Area of Kwara State. Purposive sampling technique was used to select four primary schools of which 110 pupils of intact classes of primary two pupils were used for the study. Pupil's Literacy Academic Performance Test (PLAPT) was used to elicit information from the respondents. The instrument was subjected to face and content validity. Reliability co-efficient was also obtained. Descriptive statistics of frequency count and percentage and inferential statistics of (ANCOVA) was used for analysis. Result showed that there was significant main effects of treatment on Pupils' Literacy Academic Performance with. (F (1; 105) = 23.265, P < 0.05), there was no significant main effect of gender on pupils academic performance in literacy with (F (1; 105)=.005; P > 0.05) and there was no significant effect of school type on pupils academic performance in literacy (F(1; 105) = 2.782; P > 0.05). It was concluded that Know-Want-Learn strategy was effective in teaching at primary level of education. It was recommended that teachers in the targeted Area should adopt the use of Know-Want-Learn strategy as part of strategies to be used in teaching literacy.
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