Abstract

The study determined the effect of ADIMA and Permissive teaching strategies on academic achievement in Christian Religious Knowledge of pupils with mild intellectual disability. The moderating effect of verbal ability was also examined. The study adopted the pretest posttest control group quasi experimental research design using a 3x2 factorial matrix. Twenty-seven pupils were purposively selected to participate in the study. The participants were trained in solving a pattern of the Thurston letter series task.-Participants in group one were exposed to ADIMA instructional strategy. Those in group two were exposed to permissive instructional strategy, while the control group were taught using conventional strategy. Fourteen sessions were held over seven weeks. A pretest of CRK test was given before and it was readministered as posttest after the intervention from the three groups-. Data were analysed using Analysis of covariance. Results revealed that there was a significant effect of treatment on academic chievement of pupils with mild intellectual disability. The main effect of gender was not significant. Similarly, there was no significant interaction effect of treatment and gender on academic performance in CRK. Based on the findings it is recommended that teachers of pupils with mild intellectual disability should adopt the two instructional strategies to enhance CRK performance of pupils with mild intellectual disability.