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DIFFERENTIAL EFFECTIVENESS OF MODEL-REINFORCEMENT AND DESENSITIZATION TECHNIQUES IN IMPROVING ACADEMIC PERFORMANCE
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PRESCRIBING ERRORS AND INTERVENTION OUTCOMES IN SELECTED TERTIARY HOSPITALS IN NIGERIA
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Preschool teachers’ awareness, content knowledge, pedagogical skills and children’s emergent literacy in Ibadan, Oyo State
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Page will reload when a filter is selected or excluded.- Ability Grouping 2 results 2
- English Essay and Letter Writing Performance 2 results 2
- High Achievement 2 results 2
- Independent Study 2 results 2
- The study investigated effects of independent study and ability grouping on high-achieving students' performance in English essay and letter writing in Ibadan, Oyo State, using a pre-test, post-test, control group, quasi- experimental research design with a 3 x 2 x 2 factorial matrix. Six secondary schools and 78 SSS II high-achieving students were purposively selected as the participants were assigned into two experimental groups and control group. Students' Past Academic records, English Language Achievement Screening Test (r-0.72.), English Language Essay/Letter Achievement Test (r=0.78) and Academic Self-efficacy Scale (r-0.76) were the instruments used for the study. Participants in the experimental groups were instructionally facilitated and control group taught with the conventional method. Five hypotheses were formulated and tested at 0.05 significant level, while data analysed, using analysis of covariance (ANCOVA) and mean scores. Independent study and ability grouping were effective in improving the high-achieving students' performance in essay writing as the participants exposed to ability grouping had the highest mean score of 35. 934, followed by independent study with 32.478, showing better performance than their counterparts in the control group who had 25.879. The three groups maintained the same scoring order in letter writing performance, 33.405, 32.713 and 27.581. The result also revealed that in the two-way interaction effect of treatment and self-efficacy, there was a significant difference in high-achieving students' performance in essay writing (F(2.74) = 4.315, P < .05, η2 - .119), but no such interaction effect in their letter writing performance (F(2.74)) = .487, P > .05, η2=0.15). However, male and female participants in the experimental groups benefitted equally from the treatment packages. Based on these findings, teachers of English should use these educational strategies for high-achieving students' educational development 2 results 2
- Achievement 1 results 1
- Achievement in and Attitude to essay writing 1 results 1
- Achievement in summary writing 1 results 1
- Achievement motivation 1 results 1
- Achievement; 1 results 1
- Arabic sufi literature 1 results 1
- Attitude 1 results 1
- Attitude to summary writing 1 results 1
- Basic Literature Circles 1 results 1
- Child-rearing practices 1 results 1
- Content knowledge 1 results 1
- Culture-change 1 results 1
- Despite the core status of English Language and Mathematics, available evidence shows that 50% success is hardly recorded by candidates in the West African Senior School Certificate Examination (WASSCE) in Nigeria. Studies have revealed that factors such as school type, school location and poor teaching methods affect candidates‟ performance in these subjects at WASSCE. However, there is limited information on other factors (illegible handwriting, writing several examinations within the same period, study habit, coverage of syllabus, test anxiety, monitoring of conduct of WASSCE, assessment of WASSCE scripts, number of teachers and teaching/learning resources) that may affect learning achievement. This study, therefore, investigated the relationship between these factors and candidates‟ achievement in WASSCE English Language and Mathematics in Imo State, Nigeria. The study adopted survey design using tracer approach. Purposive sampling technique was used to select 418 past WASSCE candidates who wrote the examination within the period (2010-2013) who were enrolled into Imo State University; Federal Polytechnic, Nekede; Alvan Ikoku College of Education and six continuing education centres; 109 teachers and 53 principals from schools where the candidates attended also participated. The Ten research instruments used were: Study Habit Questionnaire (r=0.72), Test Anxiety Scale (r=0.69), Students‟ Rating of Teacher Factors Scale (r=0.66), Coverage of Syllabus questionnaire (r=0.86), Perceived Legibility of Handwriting Questionnaire (r=0.87), Perceived Adherence to Examination Instruction Questionnaire (r=0.87), Teachers‟ Questionnaire (r=0.61), Principals‟ Questionnaire (r=0.84), Availability and use of learning resources checklist and an interview schedule for six WASSCE team leaders. Candidates‟ WASSCE results in the two subjects were used as index of achievement. Percentages and multiple regression were used for data analysis at p=0.05 while thematic analysis was used for the qualitative data. Ninety per cent of the candidates indicated that they wrote up to four examinations apart from WASSCE, 80.0% claimed that writing many examinations did not affect their performance in WASSCE. About fifty-two two per cent of the principals were of the view that WASSCE is effectively monitored, while about 55.0% of the teachers were of contrary opinion. The inter correlation matrix showed that there is no multicollinearity among the predictors. All the predictors jointly accounted for 4.8% and 9.9% of the variance observed in English Language and Mathematics respectively. Study habit (𝛽=0.01), coverage of syllabus (𝛽=0.01) and insufficient teachers (𝛽=0.02) had significant contributions to achievement in Mathematics while others did not. However, none of the factors had any significant contribution to achievement in English Language. Team Leaders revealed that WAEC examiners are objective in assessing candidates‟ scripts. Study habit and coverage of syllabus contributed to candidates‟ achievement in Mathematics. Students should be encouraged to study hard and be assisted to cover the prescribed West African Senior School Certificate Examination syllabus so that they can perform better in the examination 1 results 1
- Determinant; 1 results 1
- Direct and Indirect explicit grammar strategies 1 results 1
- Dislocation and strategies for belonging 1 results 1
- Dissertation anxiety 1 results 1
- Dissertation efficacy 1 results 1
- Ecstasy 1 results 1
- Emergent literacy 1 results 1
- Emotional intelligence 1 results 1
- English Language is the most compulsory subject in school curricular in Nigeria. As an important subject at secondary school, success or failure in it determines the extent to which learners would advance in their educational and career pursuits in life. However, records from public examination bodies reveal that students’ performance in the subject has been below average. This has been traced to their poor performance in and attitude to essay writing aspect of English Language examination which is poorly handled with traditional teaching strategies. Hence, there is need to adopt teaching strategies that address these deficiencies; two of which are explicit and implicit manageable reactive focus-on-form. Studies reported the effectiveness of these strategies in teaching oral communication without consideration for their effects on students’ learning outcomes in essay writing. Therefore, this study examined the effects of explicit and implicit manageable reactive focus-on-form strategies on students’ learning outcomes in essay writing in Ogun East Senatorial District of Ogun State. The moderating effects of class size and self-esteem were also determined. The study adopted the pretest-posttest, control group quasi-experimental design. Participants were 335 senior secondary two students in intact classes from nine purposively selected secondary schools. The schools were randomly assigned to explicit and implicit manageable reactive focus-on-form and conventional strategies. Treatment lasted twelve weeks. Nine instruments were used: Achievement Test in Essay Writing (r=0.70), Attitude to Essay Writing Questionnaire (r=0.72), Self-Esteem Questionnaire (r=0.84), Manuals on Explicit and Implicit Error Identification, Teachers’ Evaluation Sheet, Instructional Guides for Explicit and Implicit Manageable Reactive focus-on-form and Conventional Strategy. Seven null hypotheses were tested at 0.05 level of significance. Data were analysed using Analysis of Covariance and Scheffe post hoc. Treatment had a significant main effect on achievement in essay writing (F(3,331) =204.43, R2=.43). Students in the Implicit group had a higher achievement mean score (x =25.00) than those in the Explicit (x=23.25) and the control (x=18.44) groups. Treatment had no significant main effect on attitude to essay writing. Class size had a significant main effect on achievement (F (3,331)=15.81, R2=.14) but not on attitude. Students in small class size had higher achievement mean score (x= 24.71) than medium (x=22.26) and large class size (x=20.45). Self-esteem had no significant main effect on achievement in and attitude to essay writing. There was a significant interaction effect of treatment and class size on achievement (F (9,325)=4.23, R2=.26) but not on attitude. The 3-way interaction effects of treatment, class size and self-esteem were not significant on achievement and attitude. Explicit and Implicit manageable focus-on-form strategies are effective in enhancing students’ learning outcomes in English composition especially in small classes. Hence, teachers should adopt these strategies for effective essay writing instruction in schools with small class sizes in order to reduce learners’ errors in English composition. 1 results 1
- English Writing Skills 1 results 1
- English grammar and compositio 1 results 1
- English is indispensable in communication and it is a tool for learning in Nigeria. Many secondary school students perform poorly in English Language examinations because of their deficient knowledge of English grammar which in turn leads to their inability to write good composition. The use of conventional instructional strategies for learning has failed to address this problem in Ibadan metropolis. However, less attention has been paid to the use of Direct and Indirect explicit grammar instructional strategies which have been found to be more effective than the conventional instructional strategies. This study, therefore, examined the effects of Direct Explicit Grammar (DEG)and Indirect Explicit Grammar (IEG) instructional strategies on achievement in English grammar and composition among secondary school students in Ibadan metropolis. The moderating effects of class-size and gender were also determined. The study adopted a pretest-posttest, control group, quasi-experimental design using a 3x3x2 factorial matrix. Three local government areas (LGAs) were randomly selected out of the five in Ibadan metropolis and three public schools were purposively selected from each LGA (3 per LGA). Nine intact classes of 274 senior secondary II students were used for the study. The intact classes were randomly assigned to DEG,IEG and control groups respectively. Treatment lasted six weeks. The instruments used were: English Grammar Achievement Test (r=0.81), English Composition Achievement Test (ECAT r = 0.84) and Teachers Instructional Guides. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on students‟ achievement in English grammar (F(3,273) = 8.373; ŋ2=0.03) and English composition (F(3,273) = 5.375; ŋ2 = 0.04). These indicate weak effect size. Participants in the DEG group obtained the highest posttest achievement mean score (=21.95) in English grammar, followed by IEG (= 21.88) and control ( = 15.57) groups. Also, the participants in the DEG group obtained the highest posttest achievement mean score ( = 19.93) in English composition, followed by IEG ( = 16.47) and control ( = 12.57) groups. Class-size did not have significant main effect on achievement in English grammar but it did on composition (F(3,273)= 4.993; ŋ2= 0.04). This indicates a weak effect size. Large class ( = 15.63) obtained the highest achievement mean score followed by the medium ( = 12.26) and small class (=12.08) groups. Gender did not have significant main effect on achievement in English grammar and composition.The two-way interaction effect of treatment and class-size was significant on achievement in English composition (F(4,273) = 3.69; ŋ2 = 0.05) but not in English grammar. This indicates a moderate effect size. Direct explicit and indirect explicit grammar instructional strategies enhanced students‟ achievement in English grammar and composition in public senior secondary schools in Ibadan metropolis. Teachers should adopt both strategies in teaching English grammar and composition for improved performance 1 results 1
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