ADEDIGBA, OlabisiODINKO, Monica N2019-04-052019-04-052016-12http://hdl.handle.net/123456789/1696This study investigated the efficacy of literature-based instructional strategies on pupils’ attitude to child rights in Kwara State, Nigeria. Pretest-posttest control group, quasi-experimental design with a 4x2x2 factorial matrix was used. Kwara Central senatorial district was purposively selected because of the rampant incidence of child rights abuse observed in the district. Simple random sampling was used to select four Local Government Areas (LGA) and eight primary schools (2 from each LGA, four urban and four rural locations) to participate. From each selected school, an intact class of primary four pupils was used, making a total of 325 pupils. The pupils were randomly put into four groups (Drama-Based Instructional Strategy (91); Prose-Based Instructional Strategy (96); Poetry Song-Based Instructional Strategy and a control group (69). Pupils' Attitude to Child Rights Questionnaires (r=0.85) were used for data collection. Data were analysed using descriptive statistic and Analysis of Covariance at 0.05 level of significance. Treatment had significant main effect on pupils’ attitude to child rights. Hence, stakeholders in child rights protection and child educators could adopt these strategies to positively change pupils’ attitude to child rights.enLiterature-Based Instructional StrategyPupils’ attitude to child rightsArticle