EFFECT OF PICTURE ILLUSTRATION STRATEGY ON PRIMARY TWO PUPILS’ ACHIEVEMENT IN DESCRIPTIVE COMPOSITION IN SELECTED SCHOOLS IN JEMA’A LOCAL GOVERNMENT AREA, KADUNA STATE

The study examined the effect of the picture illustration strategy on primary two pupils’ achievement in descriptive composition in selected public primary schools in Jema’a Local Government Area of Kaduna State. A quasi-experimental research design was adopted, specifically the pretest-posttest control group design. The population comprised 1,245 primary two pupils enrolled in 20 public primary schools in Jema’a Local Government Area during the 2023/2024 academic session. A sample of 71 pupils drawn from two public primary schools participated in the study, with the pupils selected using simple random sampling. One school served as the experimental group with 34 pupils, while the other served as the control group with 37 pupils. Data were collected using a researcher-made instrument titled Composition Writing Achievement Test (CWAT). The reliability of the instrument was established using the Cronbach-Alpha method and it yielded a reliability coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that the picture illustration strategy significantly improved pupils’ achievement in writing words correctly and arranging words to form meaningful sentences in descriptive composition. The study recommended that teachers should adopt the picture illustration strategy in teaching writing skills. It also recommended that the government should organize workshops and seminars for teachers and school administrators on the effective use of the strategy. In addition, textbook authors should be encouraged to include picture illustrations in instructional materials.