Aprendizaje colaborativo Aprender es una experiencia de carácter fundamentalmente social en donde el lenguaje juega un papel básico como herramienta

The findings of the study reveal that the level of pupils‘ awareness of child rights was high before they were exposed to treatments. This was not in conformity with the findings of Adedigba (2008) and Sopekan (2009) who reported low level of awareness of child rights among primary school pupils, teachers and parents. This was also against the conclusion of UNICEF (2007) and Eholor (2011) that the child rights are far from being protected because many people are not yet aware. This result also negates Okoye (2011) who in his study reported that the Child‘s Rights Act has not received sufficient awareness and acceptance since its domestication.

The findings show that pupils claimed to be aware of child rights but not aware of the laws that make them binding on parents which of course is contradictory. This may be connected with the fact that pupils just responded to the questionnaires out of the instinct of their desire or need just like any other human being. If they are aware of their rights then it is expected that they should know that those rights are claim or benefit that is recognized or safeguarded by law.

The result also shows that those in poetry/song group had the highest pre-awareness mean score; followed by those in conventional group, followed by those in drama group and those in prose had the lowest pre-awareness mean score. After the treatment, conventional strategy had the highest post awareness mean score followed by those exposed to poetry/song, followed by those exposed to drama while those

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exposed to prose had the lowest awareness score. The result reveals that participant in conventional group did better than those in other groups. This clears the conventional method from condemnation it continues to receive from some researchers that it is as an old method and always seen as ineffective in teaching and learning. Conventional method is still relevant and cannot be totally dodged from our learning process as most of the strategies we develop emanate from it and at one point or the other we still make use of it. May be, what we need to do is harmonization or modification of it into new strategies we come up with every day.

5.1.2 Level of Pupils’ Attitude to Child Rights before and after the Treatment The findings also reveal that the attitude of pupils to child rights was high before the treatments. The finding is not in consonance with Okoye (2011) who observed unconcern attitude and non-appreciation of child rights at all levels. However, the result shows that there is an increase in pupils‘ attitude after treatment. Those in poetry/song group had the highest post-attitude mean score, followed by those in drama group, followed by those in prose group and those in conventional group had the lowest post-attitude score. This implies that the post attitude is higher compared with the pre-attitude.

5.1.3 Effects of Treatment on Pupils’ Awareness of and Attitude to Child Rights The main focus of the study is to find out the efficacy of three modes of literature-based instructional strategies on pupils‘ awareness of and attitude to child rights. The findings show that the treatment has no significant effect on the awareness of pupils to child rights. This finding is not in conformity with VanderWey (2001) who found in his study that the use of storytelling increases understanding and provides opportunity for creation of shared knowledge. This is also not in agreement with Smith (1991) who summarises the results of a study of second graders who demonstrated an increase in writing ability after exposure to a range of different literatures, when

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compared to a control group. This result is also contrary to Senechal, LeFevre, Thomas and Daley (1996) who found that 47 first-grade children language skills and emergent literacy were enhanced after been exposed to storybook. The study also tends to contrast Poorman (2002) who submitted that the use of literature as a teaching tool has been associated with stimulating and maintaining student interest.

Another major finding of this study is that the treatment has significant effect on pupils‘ attitude to child rights. This implies that the treatments enhance pupils‘ attitude significantly better than conventional strategy. Those exposed to poetry/song strategy had the highest attitude mean score, followed by those exposed to drama, followed by those exposed to prose while those exposed to conventional had the lowest attitude score. It can be inferred that the three modes of literatures-based instructional strategies (prose, drama, poetry/songs) enhanced pupils‘ attitude to child rights. This result corroborates those of Morrow, Gambrell and Penninton (2000) who revealed the potentiality of literature as a strategy of developing meaningful and permanent learning in children. The finding also confirms the assertion of Yusof (2008) and Kemp (2013) that educational drama is a creative process that allows children to explore the full potential of drama as a learning experience. In the same way, Klein (2005) noted that the repetitive nature of poems and the joy songs impose to the learning activity and associative power between the melody and the content make children respond enthusiastically to poems and songs and welcome them at all time. In other words, the result suggests that literature-based instructional strategies have potential to make human behavior and can function as a change agent. This lends support to the previous research findings that have proved the effectiveness of literature-based method in teaching and learning of children. For instance, Kelly (1990) examined third graders' response to children's literature that was read aloud to them, and determined that the exposure fostered comprehension, discussion, writing skills and promoted emotional involvement. The role of interactive storybook software was also examined by Johnston (1997) in relation to kindergarten children, finding a significant increase in verbal ability was measurable after a 7 week period. Similarly, Otto (1993) undertook a project designed to increase inner-city children's opportunities to interact

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with storybooks and found that 75% of those in the study demonstrated a higher level of emergent reading at the end of the project.

The findings reveal that poetry/song strategy was more effective than others; the reason might be because children do have more interest in poems and songs because they encourage them to be involved in group activities and also help them to be relieved from stress. As children are engaged with songs and poems chants, finger plays, and dance, it creates a feeling of safety and makes learning in a classroom much easier.

5.1.4 Two-Way Interaction Effect of Treatment and Parental Education on Pupils’ Awareness of and Attitude to Child Rights

The findings reveal that there was no significant interaction effect of treatment and parents‘ educational background on pupils‘ awareness of and attitude to child rights. This is at variance with the findings of UNICEF (2007) that there is a positive correlation between the mother's education level and her child's likelihood to be registered after birth. This is also not in line with the assertion of National Institutes of Health who says that the education level of a parent is a significant predictor of a child's educational achievements and behavioral outcomes. The study also does not agree with a study by the Institute of Social Research (2005) who found that a parent's education directly affects standardized achievement testing scores. This is not in agreement with the position of Eccles (1986) that parents with higher education levels have stronger confidence in their child's academic abilities, and they also have higher expectations of their child which builds his own confidence in his academic abilities and makes him more likely to succeed. This result is not in agreement with the findings of David-Kean (2005) who reported that data analyzed over time suggests that maternal education plays a significant role in a child's developing intellect.

Going by this result, then it is safe to conclude that children should be taken care of and their rights protected regardless of whether the parents are literate or illiterate, well read and not well read. Experience has even shown that illiterate parents

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do have more time for their children than literate ones. As the literate parents continue to strive all in the name of improving or maintaining their status those who are not well read stay at home to monitor their wards and be available when they are needed to attend to issues. This reflected in this other part of this study when the parents were called together for focus group discussion, those with no or low education turned up and really appreciated the programme while the turn out and responses of the so called literates was nothing to write home about.

5.1.5 Two-way Interaction Effect of Treatment and Location on Pupils’

Awareness of and Attitude to Child Rights

There was no significant main effect of treatment and school location on pupils‘ awareness of child rights. This finding was in agreement with Ajayi (1999) who found that there was no significant difference between students‘ academic achievement in rural and urban locations. This is further confirmed by Yusuf and Adigun (2010) who reported that there is no significance of school location on their academic performance. This result was not in conformity with the National Education Association report that the low performing students are in rural schools (Brown and Swanson, 2001) and that rural areas are usually noted for lagging behind urban and suburban schools in educational achievement. This also does not agree with the opinion of Odinko (2007) that the location of school whether urban or rural would most likely make the school to acquire different characteristics.

There was significant main effect of treatment and school location on pupils‘ attitude to child rights. This indicates that the location of school have influence on the treatment and pupils‘ attitude to child rights. Pupils in urban schools did better in drama and prose groups while pupils in the rural schools did better in poetry/song and control groups. The finding was in conformity with Brown and Swanson (2001) who reported low performance among rural schools while urban schools are noted for better educational achievement. This result was not in agreement with Yusuf and Adigun (2010) who reported that there is no significance between students‘ location and their academic performance.

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5.1.6 Two-way Interaction Effect of Treatment, Parental Education and School Location on Awareness of and Attitude to Child Rights

The study also showed that there was no significant interaction effect of treatment, parents‘ educational background and school location on pupils‘ awareness of and attitude to child rights. This result does not tally with findings of Oyekale and Adewale (2002) that urban children always perform better than rural ones in many examination and that in the urban areas the educational status of the father determines children‘s involvement in child labour. However, this result adds a credit to literature-based instructional strategies in the sense that pupils were able to learn and change their attitude regardless of their parents‘ education and where the school is located or where they live. This study corroborates those studies who confirmed the efficacy of literature in the teaching of children with disabilities. For example, Williams and McLean (1997) in their study found that deaf children responded to children's literature in teaching and Englert et al (1995) reported positive benefits when they utilized children's literature for the development of literacy with mildly intellectually handicapped children. This indicates that these strategies can take care of children‘s individual differences and their special needs in teaching and learning therefore it would be very useful particularly in educating and changing children‘s attitude to child rights.

5.1.7 Three-Way Interaction Effect of Interaction Effect of Treatment, Parental Education and School Location on Pupils’ Awareness of and Attitude to Child Rights

The result also reveals that the interaction effect of treatment, school location and parents‘ educational background is not significant on the level of pupils‘

awareness of and attitude to child rights. This result is not in line with Kearneey et al (2008) submission that parents‘ education may have important effect on children‘s future outcome. The finding is however, in tangent with the study of Yusuf and Adigun