The Effectiveness of Muddiest-Point Instructional Strategy on Pupils’ Performance in English Studies in Kaduna, Nigeria
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Date
2026-02
Journal Title
Journal ISSN
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Publisher
International Journal of Emerging Issues in Social Science, Arts, and Humanities
Abstract
In Nigerian schools, the English language plays a pivotal role in all teaching and learning activities. It serves both as a medium of
communication and a gateway to understanding other subjects.
However, studies have shown that many pupils face challenges in mastering the language because of poor instructional strategies used
by the teachers. This study assessed the impact of the Muddiest‑Point Instructional Strategy on learners’ achievement in English Studies in
Kaduna, Nigeria. A quasi‑experimental design was employed for the research. From a population of 12,494 pupils, 250 were selected to
participate through a multistage sampling procedure. Data was collected via the English Performance Test, which yielded r = 0.76.
Analysis of Covariance was used to test three hypotheses at a 0.05 significance threshold. Findings indicated that the intervention
markedly enhanced pupils’ English Studies results. A significant interaction emerged between the strategy and school type, while no
interaction was observed between the strategy and gender. The paper recommends adopting the Muddiest‑Point Instructional Strategy to
improve English proficiency. Curriculum developers are encouraged to embed it within instructional policies, and educators should be
trained in its effective application. Also, inclusive methods must ensure gender equity, and implementation should consider differences
across school types.