Investigating the Effects of Methods with Linguistic Packages on Secondary School Students’ Achievement and Attitudes in Expression in Essay Writing in Nigeria

2010 ◽  
Vol 12 (3) ◽  
pp. 189-196
Author(s):  
G. Olu Oyinloye ◽  
U. B. Gbenedio
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Essay Writing

scholarly journals Enhancing Interest Among Senior Secondary Students in Expository Essay Writing in South East Nigeria: The Reciprocal Peer Tutoring Approach

2020 ◽  
Vol 12 (5) ◽  
pp. 38
Author(s):  
Amuche P. Nnamani ◽  
Josephine U. Akabogu
Keyword(s):  
Secondary School ◽  
Peer Tutoring ◽  
Secondary School Students ◽  
Teaching Approach ◽  
School Students ◽  
Senior Secondary School ◽  
Essay Writing ◽  
Reciprocal Peer Tutoring ◽  
Senior Secondary ◽  
The Impact

The study focused on investigating the impact reciprocal peer tutoring teaching approach has in promoting interest among senior secondary school students in writing expository essay in Igbo –Etiti Local Government Area, South-East, Nigeria. The effect of gender in promoting interest in expository essay writing among senior secondary school students was also investigated. Two research questions and three null hypotheses guided the study. The study adopted a quasi- experimental design. 75 (32 males and 43 females) in two intact classes consisted of the sample for the study. Expository Essay Writing Interest Inventory (EEWII) which was face validated by four consultants was used as an instrument to data for the study. Mean, standard deviation and analysis of covariance (ANCOVA) were used to analyze the data collected. Results obtained revealed that reciprocal peer tutoring teaching approach was effective in promoting interest in expository essay among the students. The result also indicated that the variation in the mean interest scores of male and female students in expository essay was not significant. The interaction effect of gender and the teaching approach on mean interest scores of senior secondary school students in expository essay writing was also not significant. Hence, the researchers recommended that secondary school teachers should adopt this teaching approach for expository essay writing teaching in secondary schools.

scholarly journals The Influence of the Nigerian Pidgin English on Eha-Amufu Secondary School Students’ Usage of the Standard English

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Ogechi Chiamaka Unachukwu ◽  
Goodluck C. Kadiri ◽  
Amaka Grace Nwuche
Keyword(s):  
Adverse Effect ◽  
Second Language Acquisition ◽  
Secondary School ◽  
Secondary School Students ◽  
Peer Group ◽  
Standard English ◽  
School Students ◽  
Essay Writing ◽  
Affective Filter ◽  
English Usage

The use of Pidgin English in the Nigerian context has gone beyond verbal communication to become more of a mode of behaviour as its expression has moved from informal conversation to formal situations. The above scenario necessitated this study which investigates Eha-Amufu secondary school students’ usage of the Standard English in view of the use of the Nigerian Pidgin English (NPE). The study sets to find out what informs the usage and the extent the Nigerian Pidgin English has affected the use of the Standard English of these students using the affective filter hypothesis from Stephen Krashen’s 2003 Second Language Acquisition (SLA) theory. Using the questionnaire and essay writing as research instruments, data were collected from a sample of 200 students and willing teachers from four selected secondary schools in Eha-Amufu. Findings reveal that the use of the Nigerian Pidgin English is traceable to homes and peer group influence and has grossly affected the students’ Standard English usage. The finding that students do not use Nigerian Pidgin English in their written essays was largely contradicted by the avalanche of the Nigerian Pidgin English expressions found in the written essays of the students which also reveal its adverse effect on the Standard English both in spelling and contextual usage. This research, therefore, concludes that a deliberate and conscious effort at instilling in the minds of Eha-Amufu students the knowledge of the adverse effect of NPE usage on their academic performance and the danger of its persistent use will go a long way in mitigating the adverse effects of Nigerian Pidgin English usage on the Standard English usage among them.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

Sign in / Sign up

Export Citation Format

Share Document