Journal of Early Childhood and Primary Education

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https://kwasuspace.kwasu.edu.ng/handle/123456789/1186
The journal is floated in KWASU in the department of Early Childhood and Primary Education

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Browsing Journal of Early Childhood and Primary Education by Author "Kayode Ezecheal Obafemi, DR Hafees Tosin SULYMAN, Abdulakeem BABA"

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    EFFECT OF ROUND ROBIN INSTRUCTIONAL STRATEGY ON PUPILS’ ACADEMIC PERFORMANCE IN NUMERACY IN ILORIN SOUTH LOCAL GOVERNMENT AREA OF KWARA STATE
    (DEPARTMENT OF EARLY CHILDHOOD EDUCATION, KWASU, 2024-04-17) Kayode Ezecheal Obafemi, DR Hafees Tosin SULYMAN, Abdulakeem BABA
    This study investigated the effects of Round Robin teaching strategy on pupils’ academic performance in numeracy in Ilorin South Local Government area of Kwara State. The study adopted a pre-test, post-test control group quasi-experimental design. Total number of 79 pupils were sampled from four selected schools in both public and private primary schools in Ilorin South Local Government area of Kwara State. Two instruments were used in the study, round robin instructional strategy treatment guide and ‘Numeracy Academic Performance Test (NAPT)’ were subjected to validity by the experts in department of early childhood and primary education Kwara state university, Malete and test-re-test reliability procedure was used to determine the reliability index of (r=0.78) was determined using Pearson Product Moment Correlation (PPMC). Four research hypotheses were raised and tested using inferential statistics of Analysis of Covariance (ANCOVA). The findings of the study revealed that round robin instructional strategy had significant effect on pupils’ academic performance (F (1; 70) = 13.976; P < 0.05) in numeracy. However, another finding also revealed that there was no significant main effect of round robin treatment and gender on pupils’ academic performance in Numeracy (F (1; 70) =1.077; P >0.05). Another finding reveled that there was no significant interactive effect of treatment and school type on pupils’ academic performance in Numeracy (F (1; 70) =13.390; P >0.05). Lastly, the finding revealed that there was no significant interactive effect of treatment, gender and school type on pupils’ academic performance in Numeracy(F (1; 70) =.028; P >0.05). The study concluded that round robin can improve pupils’ academic performance in numeracy. Itwas recommended that the teacher should adopt the use of round robin instructional in teaching numeracy in their classroom. Also, Curriculum planners should incorporate the Round Robin teaching strategies in the preservice teachers’ program. Also, government and private school owners should organize or sponsor teachers to attend workshop or conference on the use of round robin instructional strategy.