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Effects of Use of CAPT, CWPT, and EM Instructional Approaches on Male and Female Students’ Achievement in Civic Education

Effects of Use of CAPT, CWPT, and EM Instructional Approaches on Male and Female Students’ Achievement in Civic Education

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  • October 15, 2022
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ABSTRACT

This study examined the effects of the use of CAPT, CWPT, and EM instructional approaches on male and female students’ achievement in civic education. The study adopted a quasi-experimental research design of pre-test, post-test, and, non-equivalent control group design among 240 students from size schools three boys and three girls) single-sex secondary schools in Agbani Education Zone of Enugu State. A purposive sampling technique was used in sampling the six schools to ensure that only the schools that have experienced Civic Education teachers were used for the study. Civic Education Achievement Test (CEAT) and civic Education Interest Scale (CEIS) were used in data collection. Data obtained from analyses of results on students’ interest in Civic Education were analyzed using mean and standard deviation for the research questions and analysis of covariance (ANCOVA) for the hypothesis. The hypothesis was tested at a 0.05 level of significance. The result of the study revealed that both male and female students in CAPT, CWPT and EM groups recorded an increase in achievement. Male students recorded higher mean achievement scores than their female counterparts in the three groups (f-value of 1.309 and was not significant at 0.254). Based on the finding of the study, it was concluded that students taught Civic Education using the CAPT and CWPT had higher mean achievement scores than those taught with the conventional method. CAPT was, however, proven to be more effective than CWPT and expository methods as the CAPT students gained higher than their counterparts in the other groups

Keywords: Cross Age Peers Tutoring (CAPT); Class Wide Peer Tutoring (CWPT); EM Instructional Approaches; Students Achievement; Civic Education

Authorship: Prof. Nnabuike, E. K. and Agbo, C. N. | FULL PDF

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