Abstract
This study was carried out on instructional strategies and student academic performance in English language in secondary schools in Uyo. Instructional strategies are techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. The research design for this study was survey inferential design, which entails the use of questionnaire with all part of it covers or relates to the research hypotheses. In this study the study population constituted students in senior secondary two and three students from four schools in Uyo Local Government Area;Uyo High school, Community Comprehensive Secondary School Four Towns, Aka offot Secondary school, Community Secondary School West Itam and Efficient Secondary School.
Characteristically, the sample consisted of 138 males and 102 females with age ranging between 16 and 21. The results showed that instructional strategies make learning more lively and interesting thereby promoting greater acquisition and longer retention of factual knowledge among others.For effective use of instructional strategies in English language, the study concluded that; teachers should be encouraged to improvise teaching aids from local strategies; production of certain instructional strategies should be a joint teacher-students responsibility; and curriculum development agencies should show commitment to the production of instructional strategies. The study recommended that the Ministry of Education in collaboration with the school authorities should be actively involved in monitoring and supervising the activities of teachers as regards the use of instructional strategies in the classroom. The study further suggested that an investigation into the factors that hinder the effective use of instructional strategies in the pedagogy of English language should be conducted for further studies.
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