Teachersa Qualification And Subject Mastery As Predictors Of Achievement In English Language In Ibarapapa Division Of Oyo State

The study investigated the extent to which teachers qualification and subject mastery could predict students achievement in English language among senior secondary students in Ibarapa Division of Oyo state The study adopted a descriptive research design of survey type to provide answers to four research questions The study covered twenty 20 senior secondary schools randomly sampled In each of the schools a total number of fifty 50 senior secondary II students were selected to participate in the study making a total of one thousand 1000 S S II students in all All the S S II English language teachers in the selected schools also participated in the study Subject Mastery r 74 Questionnaire and English Language Achievement Test r 72 were used in data collection Data collected were analyzed using frequency counts and simple percentage Multiple regression analysis was also used for data analysis All research questions were answered at 0 05 level of significance The findings of this study showed that Teachers teaching qualification has a significant relative contribution to students academic achievement in English language 0 192 t 5 756 P 0 05 Teachers knowledge of subject mastery has significant relative contribution to academic achievement of students in English language 0 116 t 4 923 p 0 05 The joint contributions of teachers qualification and teachers subject mastery to student s achievement in English is significant F 1 1252 10 105 P 0 05 The two variables in this study Teachers teaching qualification 0 192 t 5 756 P 0 05 and teachers subject mastery 0 116 t 4 923 p 0 05 can predict student academic achievement in English language Based on these findings it is recommended that Government should organize seminars workshops to foster teachers mastery of the subject Government should also make sure that teachers employed possess the necessary teaching qu

Writing anxiety: an affective filter for essay writing instruction among ESL students in Ibadan

This study which adopted the descriptive research design investigated the relationship between writing anxiety and students’ achievement in essay writing. SS2 Students from six schools in Ibadan Metropolis were used for the study. The instruments used were Essay Writing Achievement Test(r=0.81) and Writing Anxiety Questionnaire(r=0.86). Data collected were analysed using Pearson Product Moment Correlation at 0.05 level of significance. Findings revealed a negative significant relationship between writing anxiety and students’ achievement in essay writing. This implies that the higher the writing anxiety, the lower the achievement in essay writing. It was therefore recommended among others that the teaching and learning of essay writing in classroom should be devoid of unnecessary tension and stress so as not to heighten students’ anxiety in essay writing. Also, English language teachers should devise any means of reducing writing anxiety among students so they can write better essays

Enhancing Poetic Literature Instruction Through Stylistic and Thematic Approaches

This study investigated the effects of instruction in stylistic and thematic approaches on students’ achievement in poetic literature. It also determined the moderating effect of gender on students’ achievement in poetry. The study adopted pretest, post test, control group quasi-experimental design. The participants in the study were SS11 students in Akure metropolis. The subjects were randomly assigned to two experimental groups and one control group. The instruments used were Students’ Achievement Test in Poetry (r=0.75), Instructional Guide on Stylistic Approach, Instructional Guide on Thematic Approach, Instructional Guide on the Convention Lecture Method, and Teaching Observational Scale. Three hypotheses were tested at the 0.5 alpha levels. Data were analyzed using means, standard deviation, Analysis of Covariance (ANCOVA) and Scheffe post hoc test.Findings revealed that there was significant main effect of treatment on students’ achievement in poetry (F (2,125) =25.915; P.05. The interaction effect of treatment and gender on students’ achievement in poetry was, however, not significant (F(2,125=.577; P>.05). Based on these findings, it is recommended that teachers should adopt stylistic and thematic approaches in the teaching of poetry in particular and literature in general

Multilingual examinations: towards a schema of politicization of language in end of high school examinations in sub-Saharan Africa

In many countries of sub-Saharan Africa, the release of each year’s results for the end of high school examinations heralds an annual ritual of public commentary on the poor state of national education systems. However, the exoglossic/monolingual language regime for these examinations is infrequently acknowledged as contributing to the dismal performance of students. Even less attended to is the manner in which the language of examinations, through shaping students’ performances, may be exacerbating social inequalities. This article politicizes the language of examinations in the region in the hope of generating policy and research interest in what is arguably an insidious source of inequality. The article makes three arguments. Firstly, it is argued that current exoglossic/monolingual practices in these examinations constitute a set of sociolinguistic aberrations, with demonstrable negative effects on students’ performance. Secondly, it is argued that the gravity of these paradoxical sociolinguistic disarticulations is better appreciated when their social ramifications are viewed in terms of structural violence and social inequality. Thirdly, in considering how to evolve a more socially equitable examination language regime, it is argued that the notion of consequential validity in testing positions translanguaging as a more ecologically valid model of language use in examinations

General Preference and Senior Secondary Schools Literature-in-English Achievement

This study investigated the extent to which general preference of students would predict their achievement in literature in English in selected senior secondary schools in Ibadan. Five research questions were asked while descriptive survey design was adopted for the study. Simple random sample technique was used to select 500 students offering Literature in English in ten senior secondary schools in Ibadan Metropolis. Two research instruments were used in the study namely general preference questionnaire r = .70 and Literature in English Achievement test r = .81. The data collected were analyzed using frequency count, simple percentages, and regression analysis. The result shows that: the student preferred prose to any other genre (X = 2.57); the preference for prose has significant contribution to the achievement of the students in Literature in English. (b = 0.463; + = 8.472; p < 0.05) and prose literature is the only genre capable of predicting students’ achievement in Literature. Based on the findings, recommendations were made that students’ interests should be developed in other genres not preferred through good instructional strategies for optimal performance.Key words: General preference; Predictor; Achievement; Prose; Poetry; Dram