scholarly journals Effects of Word Games, Culturally Relevant Songs, and Stories on Students' Motivation in a Nigerian English Language Class

2008 ◽  
Vol 26 (1) ◽  
pp. 27 ◽  
Author(s):  
Yetunde Ajibade ◽  
Kate Ndububa
Keyword(s):  
Secondary School ◽  
English Language ◽  
Culturally Relevant ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Language Class ◽  
Senior Secondary

This study investigated the extent to which word games and culturally relevant songs and stories could motivate senior secondary school students in Nigeria, thereby enhancing their performance in English. A pre-test/post-test control group design was used. The sample consisted of 100 senior secondary school II students randomly assigned into experimental and control groups. Four instruments were designed, validated, and used for data collection. Four hypotheses were formulated and tested. The findings revealed that the use of word games and culturally relevant instructional activities was beneficial for these students, as they served as an effective motivational strategy that contributed to better performance in English-language learning at the senior secondary school level.

scholarly journals Gender differentials in the Use of Instructional Models in Enhancing Adolescents’ Interest and Achievement in Voter Education Contents of Senior Secondary School Government Curriculum

2020 ◽  
Vol 12 (5) ◽  
pp. 121
Author(s):  
Grace Ogechukwu Ugwonna ◽  
Samuel Agozie Ezeudu ◽  
Okechukwu Onyinye Nwaubani ◽  
Anthonia N. Utoh-Ofong ◽  
Obiageli Calista Onyeanusi ◽  
...  
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Control Group ◽  
Instructional Models ◽  
Control Group Design ◽  
Senior Secondary School ◽  
Adolescent Students ◽  
Multi Stage ◽  
Quasi Experimental ◽  
Senior Secondary

The study determined gender effect in the efficacy of group investigation and jurisprudential inquiry instructional models in enhancing adolescent students’ interest and achievement in voter education related contents of senior secondary school Government curriculum. The study adopted quasi-experimental non-equivalent pre-test, post-test control group design. Sample for the study consisted of 165 SS II students drawn from senior secondary schools in Nsukka Local Government Area of Enugu state Nigeria. Multi-stage sampling technique was used to select the intact classes from each of the schools that were assigned to the two experimental groups. Data collected using Multiple Choice Government Achievement Test (MCGAT) and Government Interest Inventory (GII) were analyzed using mean and standard deviation for the research questions and ANCOVA for testing the hypothesis at P < 0.05 level of significance. The findings showed that both group investigation and jurisprudential inquiry models were effective in enhancing interest and achievement of male and female students in voter education related contents in senior secondary school Government curriculum. However, group investigation proved more efficacious. These findings were exhaustively discussed with recommendations on how to manage gender factor in using student-centred instructional models in enhancing students’ interest and achievement.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

scholarly journals Morphological Instructional Packages as Determinants of Inferring Word Meanings in Reading Comprehension among Secondary School Students

2017 ◽  
Vol 5 (3) ◽  
pp. 67
Author(s):  
Julius Olaitan Akinwumi ◽  
Olagundoye Christanah Olubunmi
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Secondary School ◽  
English Language ◽  
Academic Ability ◽  
Control Group ◽  
School Students ◽  
Word Meanings ◽  
And Control ◽  
Senior Secondary

This study investigated the effects of morphological instructional packages as determinants of inferring word meanings in reading comprehension among secondary school students in Ekiti State. The study adopted pre-test, post-test and control quasi-experimental research using two experimental groups and one control group with a sample of 270 Senior Secondary II students selected from nine public senior secondary schools using multi-stage sampling procedure, stratified random sampling and purposive sampling. The selected schools were assigned into three major groups, with each group made up of three schools of 30 students per school (two experimental groups and one control group). Three instruments were adapted, validated and used for data collection for the study namely: Morphological Production Task on Students’ Academic Ability (r = 0.74), Morphological Analysis Task of Students’ Academic Ability (r = 0.83) and Achievement Test in Comprehension (0.75). Data collected were analysed using Mean, Standard Deviation, Analysis of Covariance, Scheffe post-hoc and Multiple Classification Analysis (MCA). The study showed that there was significant difference in the achievement mean score of students in reading English language comprehension between the experimental and control groups. It showed that students exposed to a combination of morphological instructional packages with Eclectic and Problem-Solving methods achieved more in inferring word meanings. It was recommended that teachers of English language should be encouraged to use morphological instructional packages combined with Problem-Solving and Eclectic methods should be given enough orientation through seminars and workshop on the importance of morphological instructional packages combined with eclectic and Problem-Solving methods towards the teaching of languages and reading comprehension in particular.

scholarly journals A STUDY OF FACTOR INFLUENCING ATTITUDE TOWARDS LEARNING OF PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 359-365
Author(s):  
Monica a ◽  
◽  
A. Abuh ◽  
Nwaba A. Attah ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
School Level ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Senior Secondary School ◽  
The Subject ◽  
Senior Secondary

Physics is among the significant science subjects taught at the secondary school level in Nigerias education system. There has been a growing concern about the poor performance in physics in Nigeria. The present study was aimed to determine teachers likability as a factor that could influence students attitudes towards physics. The study adopted a cross-sectional survey. The population of the survey includes secondary school students in the Kogi State of Nigeria. Participants comprised males and females senior secondary school students. They were mainly pooled from the science class. One hundred and thirty-nine students participated in the study. Data was collected using a Teachers Likability Scale and the Physics Attitude Scale (PAS). The result revealed that most of the respondents indicated a negative attitude toward the subject (M = 0.87, SD = 0.35), while few (M = 0.18, SD = 0.39) showed a positive attitude towards the subject. A linear regression model was conducted to test the study hypothesis.The result showed that teachers likability statistically significantly predicted attitude towards physics F(1,137), 124.617 P< .05. The study concluded that a teachers likability is a significant predictor of attitude towards physics. Thus, it is recommended that teachers should be more facilitators than strict instructors.

scholarly journals SELF CONCEPT, PARENTAL SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KEBBI STATE, NIGERIA

2018 ◽  
Vol 18 (1) ◽  
pp. 12
Author(s):  
Haruna Sani Aliero
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
English Language ◽  
Economic Status ◽  
Self Concept ◽  
School Students ◽  
Senior Secondary School ◽  
Socio Economic Status ◽  
Significant Difference ◽  
Senior Secondary

 The main thrust of the paper is to determine if there is any significant difference between socio – economic status, self-concept and academic performance of SS1 students in Kebbi State. The sample was made up of 360 (180 boys and 180 girls) drawn from the population of senior secondary school one (S.S.I) from six Senior Secondary Schools in Kebbi State. Akinboye’s Adolescent Personal Data Inventory (APDI) by Akinboye (1985) and the Adopted version of Parental Socio- Economic Status Questionnaire (PSESQ) by Adegoke (1987) were used to measure Self-concept and Parental Socio-economic Status respectively. The reliability coefficient of the instruments was (0.85 and 0.79) for APDI and (0.82 and 0.78) for PSESQ respectively. Academic Performance was obtained using the students’ scores in English Language and Mathematics in the Junior Secondary School Certificate Examination of 2015/2016 session. Two hypotheses were generated and tested using t- test. The findings of the study indicated that there was significant difference between Parental Socio-economic Status and Academic Achievement. There was also significant difference between Self-concept and Academic Performance of students. The findings were discussed and their implications and recommendations highlighted. It was recommended that teaching became more meaningful when pupils are assisted to build a positive self-concept. Similarly, parents should show more concern in helping their children develop positive self-concept. Teachers should also take into consideration the socio-economic background of their students.

scholarly journals EFFECTS OF SELF MONITORING AND MANAGEMENT STRATEGY ON VIOLENT BEHAVIOURS AMONG SENIOR SECONDARY SCHOOL STUDENTS WITHIN BIDA EDUCATIONAL ZONE OF NIGER STATE

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Y. Umaru
Keyword(s):  
Secondary School ◽  
Management Strategy ◽  
Secondary School Students ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Violent Behaviour ◽  
School Students ◽  
Self Monitoring ◽  
Senior Secondary School ◽  
Senior Secondary

The study examined the Effect of Self-monitoring and Management Strategy on Violent Behaviour among senior secondary School Students. It was guided by two research questions and two hypotheses. A non-equivalent control group Quasi-experimental design involving one treatment and one control group was adopted. A total of 43 senior secondary schools (SSII) classes with high record of Behavioural problems in School within Bida Educational Zone o f Niger State were used for r the study. The instrument used for the study was the Adolescent Behavioural Assessment (ABA) which was validated by experts and used for data collection. Mean, Standard deviation and Analysis of Covariance (ANCOVA) was used to analyze the data collected. The results suggested that the use of self-monitoring and management strategy are efficacious in reducing violent behaviours in schools. Based on the findings, the introduction of peace education in schools to curb the effect of violent behaviour on academic and social development and school psychologist or counsellors’ training on the new strategies to reduce violent behaviour in school are among the recommendations proposed by this study.

scholarly journals Content analysis of levels and aspects of comprehension in West African senior secondary school examination

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Funmilayo M. Oguntade
Keyword(s):  
Secondary School ◽  
English Language ◽  
Local Environment ◽  
Higher Order ◽  
West African ◽  
School Students ◽  
The West ◽  
Senior Secondary School ◽  
School Certificate ◽  
Senior Secondary

Background: Reading is one of the most complex and exclusively human mental activities. It is a foundational skill for all learning, whether at primary, secondary or tertiary levels. If students do not master effective strategies for reading, they may not be successful independent learners. The ability to comprehend written texts and answer relevant questions on them is a major feature that is examined in comprehension in the West African Senior Secondary School Certificate Examination.Objective: This study was directed at analysing the content of the English language comprehension questions in the West African School Certificate Examination to identify the intensities of testing different aspects of comprehension so that teachers can lay emphasis on these aspects when they teach reading strategies to their students.Method: The content analytical approach was used to identify the different aspects and levels of the comprehension passages. The analysis of the content was carried out by focusing on 10 different content sub-categories.Results: The study revealed that most of the comprehension passages presented had never been used before and they were related to the students’ local environment. Literal and inferential questions dominated while critical and evaluative questions were rarely asked.Conclusion: In the light of the pedagogic importance of critical and evaluative questions, it is recommended that examiners and teachers should lay emphasis on questions that demand higher-order reasoning to prepare students for the contemporary demands of literacy. In line with higher-order questions, it is also suggested that the curriculum should be amended to encourage critical evaluative thinking among secondary school students as it is an important part of literacy and language development.

scholarly journals Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

2014 ◽  
Vol 5 (4) ◽  
pp. 216-227
Author(s):  
Pius Adakole Ijiga
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Secondary School Students ◽  
Verbal Ability ◽  
Metacognitive Strategies ◽  
Control Group ◽  
School Students ◽  
North Central ◽  
Senior Secondary School ◽  
Senior Secondary

Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on students’ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at p

scholarly journals Effect of Brainstorming Technique on Study Habit among Secondary School Students in Anambra and Enugu States

2019 ◽  
pp. 1-8
Author(s):  
L. I. Akunne ◽  
A. Anyamene
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Study Habit ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Senior Secondary

Aims: The general purpose of this study is to determine the effect of brainstorming techniques on secondary students study habit. Study Design: The study adopted the quasi-experimental (pre-test-post-test control group) design. Place and Duration of Study: 800 senior secondary school II students from Anambra State and Enugu State of Nigeria, between February 2019 and August 2019. Methodology: This study on effect of brainstorming technique on secondary school students study habit adopted the quasi-experimental research design, more specifically the non-randomized pre-test – post test control group design. Quasi-experimental study is a type of experimental study that determines the effect of a treatment paradigm on a non-randomized sample. The sample for the study was 800 senior secondary schools students (350 male and 450 female). The study habit inventory questionnaire with a reliability index of .897 was used in data collection. Mean and standard deviation was used in answering the research questions while ANOVA was used in testing the null hypothesis. Results: At 0.05 level of significance, the analysis of the data collected revealed a mean gain of 38.13 between the control and experimental groups, and a difference in mean gain of 4.61 for male and female students. This indicates that brainstorming was more effective for the experimental group and further shows that the effect differs with respect to gender. The findings revealed there was no difference in the mean post test scores of students who received treatment using brainstorming technique and those in the control group (p = 0.416, 0.05) also there was a significant difference in the mean post test scores of male and female secondary school students (p=0.026, 0.05). Conclusion: The study concluded that brainstorming technique is effective for improving secondary school students study habit.

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