The Effectiveness of Muddiest-Point Instructional Strategy on Pupils’ Performance in English Studies in Kaduna, Nigeria
DOI:
https://doi.org/10.60072/ijeissah.2026.v4i02.008Abstract
In Nigerian schools, the English language plays a pivotal role in all teaching and learning activities. It serves both as a medium of communication and a gateway to understanding other subjects. However, studies have shown that many pupils face challenges in mastering the language because of poor instructional strategies used by the teachers. This study assessed the impact of the Muddiest‑Point Instructional Strategy on learners’ achievement in English Studies in Kaduna, Nigeria. A quasi‑experimental design was employed for the research. From a population of 12,494 pupils, 250 were selected to participate through a multistage sampling procedure. Data was collected via the English Performance Test, which yielded r = 0.76. Analysis of Covariance was used to test three hypotheses at a 0.05 significance threshold. Findings indicated that the intervention markedly enhanced pupils’ English Studies results. A significant interaction emerged between the strategy and school type, while no interaction was observed between the strategy and gender. The paper recommends adopting the Muddiest‑Point Instructional Strategy to improve English proficiency. Curriculum developers are encouraged to embed it within instructional policies, and educators should be trained in its effective application. Also, inclusive methods must ensure gender equity, and implementation should consider differences across school types.
Keywords:
Conventional Strategy, English Studies, Innovative Instructional Strategies, Muddiest-point Instructional Strategy, Pupils’ PerformanceReferences
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