_____________________________________________________________________________________________________ *Corresponding author: E-mail: victoriairoegbu39@gmail.com; Journal of Education, Society and Behavioural Science 27(2): 1-15, 2018; Article no.JESBS.43982 ISSN: 2456-981X (Past name: British Journal of Education, Society & Behavioural Science, Past ISSN: 2278-0998) The Effect of Creative Instructional Strategy and School Type on Primary School Pupils’ Performance in Literacy in English Victoria I. Iroegbu 1* and Chidinma L. Okuguni 2 1 Institute of Education, Obafemi Awolowo University, Ile-Ife, Nigeria. 2 Wesley University Ondo, Ondo State, Nigeria. Authors’ contributions This work was carried out in collaboration between the two authors. Author VII designed the study, collated part of the data and literature of the study, performed the statistical analysis and wrote the first draft of the manuscript. Author CLO did part of data collection and part of literature search. The two authors read and approved the final manuscript. Article Information DOI: 10.9734/JESBS/2018/43982 Editor(s): (1) Dr. Shao-I Chiu, Associate Professor, Taipei College of Maritime Technology of Center for General Education, Taiwan. Reviewers: (1) Jasjit kaur Delow, Panjab University Chandigarh, India. (2) Niu Ruiying, Guangdong University of Foreign Studies, China. (3) Luqman Rababah, Jadara University, Jordan. Complete Peer review History: http://www.sciencedomain.org/review-history/26803 Received 06 July 2018 Accepted 17 September 2018 Published 24 October 2018 ABSTRACT The absence of quality and creativity in the performance of primary school leavers was one of the problems that gave rise to the preparation of the current primary school curriculum in Nigeria. The achievement level of Nigerian primary school children had been poor and unacceptable. It is believed that implementing teaching strategies that have the potential of improving achievement levels and creative literacy among the school children is what the schools require. This study, therefore, focused on the effect of engaged learning strategy, school type (Public or Private), and gender on the achievement of primary school pupils in literacy in English. The study was a quasi- experiment with pretest, posttest control group design. One public and one private school having equivalent status were randomised into each of the two study conditions. Data for the study was collected using highly reliable, researcher designed reading, writing and spelling tests. The results showed that teaching strategy was significant [F (1, 39) =10.266, p < 0.05]; School type was Original Research Article