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Analysis of Students’ Perceived and Actual Weaknesses as Correlates of Performance in Mathematics in Senior Secondary School Certificate Examination in Oyo State Nigeria
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School Factors as Predictors of Functional Literacy Skills among Public Primary School Pupils in Ondo State, Nigeria
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Page will reload when a filter is selected or excluded.- Arts & Humanities 13 results 13
- Language & Literature 13 results 13
- Language and Literature 7 results 7
- English Language 3 results 3
- Languages 3 results 3
- — — — — — Linguistics and Philology 3 results 3
- Academic achievement 2 results 2
- Ibadan metropolis 2 results 2
- Nigeria 2 results 2
- School location 2 results 2
- " Language Of Instruction 1 results 1
- " The study sought to investigate how pre school teachers and their pupils interact during instruction in numeracy lessons in Nigeria. The sample consisted of 2859 pupils from 72 pre-primary institutions/classrooms (selected through stratified random sampling to ensure adequate representation of private, public, urban and rural schools). The collection of data involved using two observational instruments (Classroom Interaction Sheet, CIS and Ten- Minute Interaction Instrument, TMI) to record interaction patterns in 72 lessons during the teaching of numeracy. Data analysis involved the use of frequency, percentages, chi-square and graphical illustrations. The result revealed that the major language of instruction was English language rather than the language of the pupils’ immediate community; the use of instructional time and direction of interaction tend to be sensitive to language of instruction; teacher-initiated interactions and whole class activities are associated more with the use of English as language of instruction while learner-initiated interactions and individual/small group activities are associated more with use of language of the pupils’ immediate community in instructional delivery; and the direction of communication was mainly from the teacher to the whole class. " 1 results 1
- "Teaching tasks, Instructional Needs, Curriculum Planning, Nursery and Primary school. " 1 results 1
- "The integration of ICT into education is desirable but it has not been fully exploited in the teaching and learning of English language in many secondary' schools in Nigeria. This may not be unconnected with their attitude towards this modern innovation. Against this background, this study aimed at investigating the attitude of teachers and students to the use of Information and Communication Technology (ICT) in teaching and learning English at die Senior Secondary School level in Abeokuta. This study adopted a descriptive research design method while simple random sampling technique was used to select 22 out of 74 senior secondary schools in die area. A total of 45 teachers and 296 students were sampled and data were obtained through two distinct instruments designed for the purpose. The reliability co-efficient of the instruments were .75 and .69 respectively. Descriptive statistics of frequency counts and percentages were used to analyze the data. the results revealed that teachers have positive attitude to die use of ICT in teaching while students believed it should be for only those in the sciences. Also, it revealed that the commonest ICT facilities being used by the respondents were computer and mobile phones while teachers believed that ICT could be used to teach all aspects of English. On the basis of this, it was recommended that the use of ICT should be encouraged in teaching English in schools. " 1 results 1
- "The study examined the impact of metacognitive awareness, self-efficacy and locus of control on academic performance of Senior Secondary School students in Ibadan. Descriptive survey research design was adopted for this study. A multi-stage random sampling technique was employed in selecting 420 participants from 12 secondary schools in Ibadan for the study. Their ages ranged between 12 years and 18 years with the mean age of 12.6 years and the standard deviation of 1.15. Three valid and reliable instruments were used to assess metacognitive awareness, academic self-efficacy and locus of control while achievement tests on English Language and Mathematics were used as a measure of academic performance of the participants. Multiple regression was used to analyse the data. The results revealed that metacognitive awareness, academic self-efficacy and locus of control were potent predictors mildly associated with academic performance. The study has implications for teachers, counsellors and educational psychologists to appropriate counselling intervention programmes and enabling environment. By so doing, the academic performance of the students could be improved barring all other teaching-learning obstacles " 1 results 1
- "The study sought to construct and test a seven-variable causal & model for achievement in Senior Secondary (SS) English Language. The variables include those of the teacher (teaching style, attitude to teaching, understanding of English Language, teaching experience, educational qualification and gender) as well as students’ achievement in English Language. The study made use of 900 SS III students! selected by means of stratified cluster sampling and their 90 English Language teachers. These subjects responded to four valid and reliable instruments to generate data (that were subjected to multiple regression and path analysis procedures in order to estimate the coefficient of structural equations of the proposed model. The results:- indicate that the most meaningful causal model is tenable. The six predictor variables account for 52% (directly) and 48% (indirectly) of the variability in the criterion. The implications of these findings for English Language curricula development, teacher training programmes and classroom practice are discussed. " 1 results 1
- "This paper explains the importance of language among human beings especially in the classroom. It alludes to the national language policy in Nigeria that the language of the immediate community should be the medium of instruction in early primary education as it aids learner’s intellectual growth. It attempts to find out the language of instruction preference of junior secondary school students in Ijebu Ode Local Government Area, Ogun State. Three research questions were raised and a self-styled questionnaire, which reliability index is 0.63 was used to collect information. A total of six hundred and twenty four students, randomly selected from public and private secondary schools were used. Data collected were analyzed using descriptive statistics. Findings revealed that students prefer their mother-tongue as a medium of instruction (x 3.34; S.D. = 0.94) while some even prefer the mother-tongue as a medium of instruction in teaching science subjects (x 2.63; S.D. = 1.26). Their reason for preference of the mother tongue was because they understand better. This study, amongst others, recommends that mother-tongue should be encouraged in schools and teachers should combine mother-tongue and English in their lessons. It concludes that English as Nigeria’s official language could be enhanced through the use of the mother tongue . " 1 results 1
- A body of linguists committed to preservation of languages claimed that about half of the world’s languages are endangered. Among these endangered languages is the Yoruba language, one of Nigeria’s major languages. Highlighting the importance of language as a form of cultural transmission, identification and socialization, the paper explores how globalization is endangering indigenous languages especially Yoruba language. The paper further explores possible challenges such as rural urban drift, adoption of English as language of communication, media propagation of English compared to Yoruba, Anglicization of indigenous names among youths and attitudes of elites to Yoruba speakers that could contribute to obstacle to speaking Yoruba language among young people in South West, Nigeria. Nevertheless, the paper states the need for the creation of awareness on Yoruba language among young people. Also, it calls for the need to encourage youth to speak Yoruba language, revive the storytelling tradition, promote cultural values among young people, promote Yoruba programmes in the broadcast media in order to discourage the use of code switching during communication among young people. Hence, there is a need for re-orientation of youths and other members of the society to make them cherish Yoruba language while the government should intensify the teaching of Yoruba language as compulsory subject in both primary and secondary schools in South West, Nigeria. 1 results 1
- A large number of pre-service English as Second Language (ESL) teachers trained in Nigeria have deficiencies in developing and demonstrating appropriate teaching skills and attitude during Teaching Practice (TP). This is probably as a result of their inadequate exposure to participatory practices like Reflective Teaching Practice (RTP) and Micro-Teaching Practice (MTP) during the exercise. Previous studies on RTP and MTP have focused on different areas of teacher behaviour but have not sufficiently covered the area of using them to improve the teaching skills and attitude of pre-service teachers. This study, therefore, determined the effects of RTP and MTP on teaching skills and attitude to teaching practice among pre-service teachers of English as second language in South-West and North-Central states of Nigeria. The moderating effects of the pre-service teachers‘ academic ability and gender on the dependent variables were also determined. Pretest-posttest, control group, quasi experimental research design was adopted. The participants were 120 pre-service ESL teachers selected through multistage sampling technique from six colleges of education in South-West (4) and North-Central (2) states. Participants were randomly assigned to RTP (40), MTP (40) and Control (40) groups respectively. Pre-service ESL Teachers‘ Attitude to Teaching Practice Questionnaire (r= 0.88), Classroom Observation Scale Manual (r= 0.79), Academic Ability Rating Sheet and two Instructional Guides, Micro Teaching Instructional Guide and Reflective Teaching Instructional Guide (r = 0.81 and r = 0.88) were the instruments used. Seven hypotheses were tested at 0.05 level of significance. The treatment lasted 12 weeks. Data were analysed using Analysis of Covariance, and Scheffe‘s post-hoc test. There was a significant main effect of treatment on ESL pre-service teachers‘ teaching skills (F(2, 103) = 22.78; η2 = .31). Pre-service ESL teachers exposed to MTP had highest teaching skill mean score (= 96.37), those exposed to RTP had (= 91.82) and control (= 76.84). There was also a significant main effect of treatment on the attitude of pre-service ESL teachers to teaching practice (F (2, 103) = 5.82; η2 = .10). Pre-service ESL teachers exposed to RTP had highest post attitude mean score (= 61.78), than those exposed to MTP (=59.75) and those exposed to conventional teaching practice (= 52.83). There were no significant main effects of academic ability and gender on pre-service ESL teachers‘ teaching skills and attitude towards teaching practice. Also, there were no significant interaction effects of treatments and each of teachers‘ academic ability and gender. Micro-teaching practice and reflective teaching practices enhanced the pre-service ESL teachers‘ teaching skills and attitude towards teaching practice, though the latter was more effective in Nigeria. These strategies should be adopted in improving the teaching skills of pre-service teachers of English as second language. 1 results 1
- Academic performance 1 results 1
- Achievement 1 results 1
- Achievement in English language comprehension 1 results 1
- Achievement in and Attitude to essay writing 1 results 1
- Achievement in and Attitude to prose literature-in-English 1 results 1
- Achievement in and attitude to Literature-in-English 1 results 1
- Achievement is taken as the major goal for which classroom is set up. This is because society frowns at any classroom effort that does not lead to pupils’ high achievement. Hence, the reason society may hold both home and school factors responsible in this regard among others. In order to improve pupils’ academic achievement, educationists continue to encourage teachers to change their methods to bring about quality learning and achievement. This study therefore investigated effects of two different teaching strategies among primary school pupils. The research design employed was the pre-test, post-test control group quasi-experimental design. Two research hypotheses were formulated and tested at 0.05 level of significance. The participants (58 males and 42 females) were drawn from randomly selected primary five classes in public schools in Ibadan North Local Government Area of Oyo State. The instrument used to collect the data was English Language Achievement Test (ELAT). The data collected were analysed using descriptive statistics which includes mean, standard deviation while inferential statistics includes use of t-test. The result revealed significant main effect on pupils' performance on English Language achievement test. However, there was no significant difference in the performance of male and female pupils. Based on the findings, it was recommended that the use of small group instruction should be adopted in primary school to enhance the teaching and learning of English Language among others. 1 results 1
- Age 1 results 1
- Assessment 1 results 1
- Attitude ICT, 1 results 1
- Attitude to teaching practice 1 results 1
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- Journal of World Englishes and Education Practices 3 results 3
- English Language Teaching 2 results 2
- Eurasian Journal of Applied Linguistics 2 results 2
- ExELL. Explorations in English Language and Linguistics 2 results 2
- International Journal of English Language Studies 2 results 2
- Journal of English Language Teaching and Applied Linguistics 1 results 1
- Journal of Language and Cultural Education 1 results 1
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