Effects of Contextualized Learning Strategy on Performance in Literature Text Contents among Secondary School Students in Kaduna-North, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026516Abstract
The study focuses on the effects of contextualized learning strategy on students’ academic performance in Efua Sutherland’s The Marriage of Anansewa in Senior Secondary School II, Kaduna-North, Nigeria. This study is grounded in Vygotsky’s Sociocultural Theory of Learning, which highlights the role of culture, context and social interactions. Vygotsky’s Sociocultural Theory of Learning was employed to portray Ghanaian socio-cultural authenticities and realities in the study of The Marriage of Anansewa in which contextualized learning strategy. The study employed quasi-experimental design pre-test, post-test control group that was non-equivalent and non-randomized. The population of the study was made up of 1,891 students and selected 114 through a purposive sample technique that consisted of 50 experimental group, 44 control group. The Contextualized Learning Achievement Test (CLAT) was used as the research instrument, which was validated by second-language experts, with Reliability established using Cronbach’s alpha. The study revealed significant effects of the Contextualization learning strategy on Senior Secondary School Students’ performance in understanding historical contextualization, appreciating cultural contextualization, and interpreting the social contextualization of the drama text, The Marriage of Anansewa. Therefore, the study recommended that contextualized learning strategy should be used to teach aspects of literature, emphasize cultural awareness, provide comprehensive professional development programs, and establish innovative assessment frameworks that enhance teaching and learning of African literature across all levels.
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