INFLUENCE OF ASSESSMENT-SUPPORTED INSTRUCTIONAL MODEL ON STUDENTS ACHIEVEMENT AND ABILITY IN ENGLISH LANGUAGE IN OKE-ERO LOCAL GOVERNMENT AREA OF KWARA STATE, NIGERIA

Abstract

This study sought to find out   effectiveness of Assessment-Supported Instructional Model (ASIM) on achievement and ability of English language students in Oke Ero Local Government Area of Kwara State. Quasi-experimental design was adopted in the study. Two research questions and two null hypotheses were formulated to guide the study.  Two hundred students constituted the sample for the study. The experimental and control groups were taught topics in English language using ASIM and conventional methods respectively. English Language Achievement Test (ELAT) of 24 items was used for data collection. Mean and Standard Deviation were used to answer the research questions while ANCOVA was used to test null hypotheses at p < 0.05. The findings showed, among others, that ASIM was more effective in enhancing students’ achievement in English language than the conventional methods of teaching. The high ability students also achieved more than the low ability students in the achievement. There was significant interaction effect between instructions and ability group in achievement as shown by the study. Consequently, recommendations such as adoption of the model and sensitization and training of the teachers on its importance and usage were forwarded.