Abstract

The study determined the effects of Guided Inquiry Reading Strategy (GIRS) and Round Robin Instructional Strategy (RRIS) on senior secondary two (SS 11) students' achievement in prose in Literature-in-English. It also examined the moderating effect of proficiency in English on the dependent variable. The study adopted the pretest-posttest control group quasi-experimental design. The participants were 135 senior secondary school two (SS II) students drawn from three purposively selected secondary schools in Oyo Township. Achievement Test in Prose in Literature-in-English (r=0.79), English Language Proficiency Test (r=0.86) and Instructional guides were used for data collection. Three hypotheses were tested at 0.05 significant levels. Data were analyzed using Analysis of Covariance (ANCOVA). The results showed significant main effects of treatment on students' achievement in Prose Literature (F (2:125) = 440, 489: P = .000<.05; 2 = .876). Students exposed to the two Engagement strategies performed better than those in Conventional method of instruction. Furthermore, Proficiency in English had no significant effect on students' achievement in prose literature (F = .434; P = .649>.05; 2 = .007). There was no significant interaction effect of treatment and proficiency in English on students' (2:125) achievement in prose literature (F = 2.067; P = .089>.05; 2 = .062). It was recommended that teachers of Literature-in-English (4:125) should employ these Engagement Strategies in teaching Prose Literature to students' in senior secondary schools.