Abstract

The study determined the effects of Socratic Seminar and Story Grammar instructional strategies on senior secondary two (SS II) students’ achievement in prose in Literature-in-English. It also examined the moderating effect of learning style on the dependent variable. The study adopted a pretest-posttest control group quasiexperimental design. The sample for the study consisted of 243 senior secondary school two (SSS II) students
drawn from six purposively selected secondary schools in Owerri. Prose in Literature-in-English Achievement test (r = 0.88) and Learning Style Preference questionnaire (r = 0.81) were used to collect data for the study. The Analysis of Covariance was used to test three hypotheses at 0.05 level of significance. The result showed that there was a significant main effect of treatment on students’ achievement in prose in Literature-in-English (F(2,215) = 3.32; ?2 = 0.03). Socratic seminar instructional strategy group had the highest posttest achievement mean score (= 29.71), followed by control group ( = 27.35) and story grammar group ( = 26.84) respectively. There was no significant main effect of learning style on students’ achievement in prose in Literature-in-English.
The two-way interaction effect of treatment and learning style on students’ achievement in prose in Literature-in-English was not significant. Based on the findings, it was recommended that Literature-in-English teachers should adopt Socratic seminar instructional strategy to enhance students’ performance.