EFFECT OF 5ES INSTRUCTIONAL STRATEGY ON PUPILS’ ACADEMIC ACHIEVEMENT IN NATIONAL VALUES EDUCATION IN ILORIN, NIGERIA

Abstract

There seems to be a rigorous effort to restructuring and finding more effective and appropriate instructional 
strategies that promote pupils’ active engagement in the teaching and learning of national values education (NVE) 
in an attempt to develop an individual's well-balanced personality. This study explored the effect of the 5Es 
instructional strategy on pupils’ academic achievement in national values education in Ilorin, Nigeria. This study 
adopted a 4x5x2 pretest, posttest, and non-equivalent groups. The population consisted of all pupils in 212 middlebasic schools in Ilorin, while the target population was basic five pupils. Purposive sampling technique was used 
to select 113 pupils in four intact classes from four basic schools. The treatment groups were exposed to treatment 
packages on three topics across the three components of NVE. The two groups were subjected to pretest and 
posttest using the validated Pupils’ Achievement Test in NVE at 0.78 coefficient value. Data were analyzed using 
descriptive statistics of frequency counts and percentages, inferential statistics of independent t-tests, and analysis 
of covariance (ANCOVA) at 0.05 significance level. Findings revealed that there was a significant difference in 
the middle-basic pupils’ academic achievement when taught National Values Education using 5Es and those 
taught using the conventional method. Study concluded that 5Es instructional strategy significantly improved 
basic school pupils’ achievement in NVE. It was therefore, recommended, among others, that teachers should 
take advantage of the 5Es instructional strategy in teaching the pupils NVE and other related subjects to develop 
a well-balanced personality.