E-Tutoring versus Direct Instruction: Effects on Primary School Pupils’ English Performance in Ondo State, Nigeria
DOI:
https://doi.org/10.30762/ireell.v4i2.8487Keywords:
direct instruction, e-tutoring, private school , public school, rural area , urban areaAbstract
The study investigated the effects of e-tutoring and direct instruction on primary school pupils' academic performance in English Language in Ondo State, Nigeria, using a non-equivalent pre-test-post-test control group quasi-experimental design. The study included 305 primary four pupils from eight intact classes across four public and four private schools, stratified by school location (urban/rural) and school type (public/private). Schools were randomly assigned to experimental (e-tutoring) and control (direct instruction) conditions, with one experimental and one control group per location-type combination. The English Language Academic Performance Test (ELAPT) served as the pre-test and post-test instrument over a six-week intervention. The data were analysed using a three-way Analysis of Covariance (ANCOVA). Findings showed a significant difference in academic performance favouring e-tutoring over direct instruction overall, and this advantage held across both public and private schools and across urban and rural areas. However, the effect varied significantly by school type. The study recommends giving English Language tutors more exposure to e-tutoring during training and providing adequate multimedia support and infrastructure for effective classroom use.
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Copyright (c) 2026 Adenike Akinrotimi, Rafiu Olorunnisola Olagoke, Omowunmi Mojisola Olagoke
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