JONAED

This study examined the effects of Constructivist-Based Instructional Method on Senior Secondary School Students’ Achievement in English Language Essay Writing. One research question was posed, and one null hypothesis was formulated to guide the study. The design of the study was quasi -experimental. It adopted a pre-test, post-test design. The population of the study comprised all the SS2 students in Obio Akpor Local Government Area. The population was made up of 6,589 students in the 14 senior secondary schools in the local government. The sample for the study comprised of 207 SS2 students in eight intact classes from four co-educational schools within the local government. The researcher used multi-stage sampling technique to draw the respondents. The experimental group was taught using the Constructivist-Based Instructional Method while the control group was taught using the Conventional Method. The instrument used for data collection was English Language Essay Test (ELET) which was face validated by experts within the University of Nigeria, Nsukka. The reliability index for (ELET) was 0.83 showing that it was reliable. The data was analyzed using mean, standard deviation and analysis of Co-variance (ANCOVA).The results showed that students taught English Language Essay Writing using the Constructivist–Based Instructional Method performed better than their counterparts taught the same topic using the Conventional Lecture Method. Based on the findings of the study, it was concluded that the study provided empirical evidence on the effectiveness of CBIM in improving students’ achievement in English Language Essay Writing. It is therefore recommended that teachers of English, should adopt the method as an alternative to the Conventional Lecture Method (CLM) in the teaching of English Language Essay.