scholarly journals Mother Tongue and Learning Environment as Students’ Predictors of Academic Achievement in Reading Comprehension

2018 ◽  
Vol 1 (1) ◽  
pp. p62
Author(s):  
Busurat Oluwakemi Adekola ◽  
Oluseun Fatai Lawal ◽  
Olanrewaju A. Ibrahim
Keyword(s):  
Reading Comprehension ◽  
Secondary Schools ◽  
Learning Environment ◽  
English Language ◽  
Mother Tongue ◽  
Sampling Technique ◽  
Ogun State ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Predictors Of Academic Achievement

The study examined mother tongue and learning environment as students’ predictors of academic achievement in reading comprehension. This study adopted an ex-post facto design. The population consists of all senior secondary school students in Ijebu-North and Ijebu-Ode Local Government Area of Ogun State. A multi-stage random sampling technique was employed in selecting the sample. Four (4) senior secondary schools were randomly selected from each of the Local Government Area, making a total number of eight (8) senior secondary schools. Stratified random sampling technique was adopted in selecting 50 students from each of the selected senior secondary schools, 25 students each represent the gender totaling 400 students selected for this study. The instruments used for this study were two instruments, a questionnaire and an achievement test on reading comprehension. Kurder-Richardson 21 formula was used to obtain the inter-item reliability coefficient of 0.72 and items on achievement test on reading comprehension was extracted from a past questions of Ogun state unified examinations on English Language. The data analysis involved multiple regressions Analysis. The results were tested at 0.05 level of significance. Based on the findings, it was deduced that there is no significant composite influence of mother tongue and learning environment on students’ achievement in English Language. There is no significant relative influence of mother tongue on students’ achievement in reading comprehension. Part of the recommendations made was that teachers should be encouraged in using mother tongues in teaching. Teachers should cultivate a positive perception towards the use of English in school.

scholarly journals Parents’, Teachers’ and Students’ Beliefs about the Use and Study of Mother-tongue in the Secondary Schools in Akinyele Local Government Area, Oyo State, Nigeria

2019 ◽  
Vol 7 (2) ◽  
pp. 82
Author(s):  
Francis O. Ezeokoli ◽  
Eucharia Okwudilichukwu Ugwu
Keyword(s):  
Local Government ◽  
Secondary Schools ◽  
Survey Design ◽  
Mother Tongue ◽  
Sampling Technique ◽  
Local Government Area ◽  
Teachers And Students ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Descriptive Survey

The study explored parents, teachers, and students’ beliefs about the use and study of mother tongue (MT) in selected secondary schools in Akinyele Local Government Area, Oyo State, Nigeria. Descriptive survey design was adopted. Twelve public senior secondary schools were randomly selected. Purposive sampling technique was used to select at least 15 literate parents, 12 teachers from different subject areas, and 20 students from each school. Overall, 211 literate parents, 195 teachers and 237 SSII students participated. Three instruments used were: Parents’ Questionnaire (r=0.87), Teachers’ Questionnaire (r=0.90) and Students’ Questionnaire (r=0.87). Data were analysed using frequency count, percentage, mean and standard deviation. Results show that parents, teachers and students have strong beliefs that using the MT to teach will facilitate the learning of English and other subjects and enhance participation in lessons. They also believe that studying the MT as a school subject would promote students’ sense of identity and positive attitude towards the Nigerian culture. Students believe that the MT remains the best language to learn with. The study has shown that the participants have strong beliefs about the pedagogical and sociocultural relevance of the MT in education. There is a positive indication that the main stakeholders (parents, teachers and students) are ready to embrace the study of MT as a subject in the secondary school. It is therefore recommended that the governments should endeavour to invest in the development of the orthographies of the Nigerian languages to make them usable in education.

scholarly journals Challenges of teaching oral English in Nigerian high schools

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Joshua Usman
Keyword(s):  
High Schools ◽  
Secondary Schools ◽  
English Language ◽  
Mother Tongue ◽  
Research Participants ◽  
Teachers And Students ◽  
The Subject ◽  
Senior Secondary Schools ◽  
High Degree ◽  
Senior Secondary

This study advocates for greater emphasis on the acquisition of oracy skills whereby this component of English is totally neglected in our higher schools. It identifies and examines some of the major challenges that the teaching of oral English could face; thereby proffering some possible solutions that could improve the teaching of oral English in our secondary schools. Questionnaires were used to seek teachers’ and students’ opinions concerning the problem. The research participants consisted of the teachers of English Language and students, particularly, Senior Secondary Schools Students (SSSI-SSS III) within four selected schools. The results have shown that interference of mother tongue, unqualified teachers and dearth of relevant teaching materials are the major challenges. The study suggested that (i) a high degree of motivation in both students and teachers, and (ii) the teachers’ competence in the subject and their mastery of the techniques of imparting knowledge in it are the basic the solutions. Teachers and Language instructors should identify these problems, face the challenges through practical classes and improvisation and also insist on standards.

scholarly journals ANALYSIS OF THE USE OF LIBRARY RESOURCES BY STAFF AND STUDENTS OF SECONDARY SCHOOLS IN SOUTHERN KADUNA SENATORIAL DISTRICT

2021 ◽  
Vol 10 (1) ◽  
pp. 26-37
Author(s):  
Shafi’u Yusuf ◽  
Keyword(s):  
Secondary Schools ◽  
School Library ◽  
Sampling Technique ◽  
Orientation Program ◽  
Library Use ◽  
Library Resources ◽  
The Face ◽  
Senior Secondary Schools ◽  
Multistage Sampling ◽  
Senior Secondary

This study analyzed the use of library resources by staff and students of secondary schools in southern Kaduna senatorial district. The population of this research comprised all secondary schools in southern Kaduna senatorial zone. Multistage sampling technique was employed in drawing a sample size of 800 students and 400 teachers. The instrument used for data collection was a questionnaire and was tested for reliability using Cronbach alpha. The reliability coefficient of Library use scale was= 0.9. Data collected were analyzed using descriptive statistics. Findings indicate that majority of the respondents reported that nobody encouraged them to use the library. While, respondents were also tried to benefit from all facilities of the library; borrow books from the library. In the face of using library facilities, majority of the respondents established that they visit the library not only when they have assignment. Based on the findings, the study concludes that organizing a series of lecture under user instruction or user education or library orientation program is required in public senior secondary schools. The study recommends that teachers should also mandate students to use the school library effectively; it can help attain high academic achievement. It was also recommended that professional librarians should be employed in public senior secondary schools to plan and execute result oriented information education.

scholarly journals Awareness of Menstrual Hygiene and Factors Affecting its Practice Among Adolescent Girls in Two Selected Senior Secondary Schools in Ogun State, Nigeria

2021 ◽  
Vol 4 (2) ◽  
pp. 76-87
Author(s):  
Ajaegbu V.U. ◽  
Okwuikpo M.I. ◽  
Famuyigbo O.F. ◽  
Leslie T.A. ◽  
Maitanmi J.O. ◽  
...  
Keyword(s):  
High School ◽  
Public Schools ◽  
Secondary Schools ◽  
Adolescent Girls ◽  
Factors Affecting ◽  
Menstrual Hygiene ◽  
Ogun State ◽  
Advanced Knowledge ◽  
Senior Secondary Schools ◽  
Senior Secondary

Background: In Africa, menstrual hygiene and its practices are still clouded by taboos and sociocultural restrictions, ignorance and illiteracy so that menstruation is viewed in a base manner, and considered dirty and filthy, which requires the isolation of the woman from some normal daily activities. Thus, menstrual hygiene involves the conditions and activities that promote and preserve health during menstruation. This study assessed the awareness of menstrual hygiene and factors affecting its practice among adolescent girls in two selected senior secondary schools in Ogun state, Nigeria. Method: The study utilized quantitative cross-sectional survey design. Purposive sampling technique was used in selecting 150 respondents for the study in the two selected senior secondary schools. Descriptive statistics, correlation and T-test fixed at 0.05 significance level was conducted to give statistical responses to the research hypotheses using SPSS version 21. Result: The result showed that adolescent girls in Babcock University High School (BUHS) and Remo High School (RHS) had advanced knowledge of menstrual hygiene and they had moderate practices of menstrual hygiene, but there were factors like religion and lack of conducive facilities affecting the effective practice among adolescent girls. Furthermore, respondents’ knowledge on menstrual hygiene had no significant positive relationship with practices of menstrual hygiene among adolescent girls in private schools and those in public schools (r = .022, p > .01). There was no significant difference between adolescent girls in private and public schools on practice of menstrual hygiene. Conclusion: Adolescent girls in BUHS and RHS had advanced knowledge of menstrual hygiene but moderate menstrual hygiene practices. This may be as a result of factors such as religion and lack of conducive facilities that hinder the effective practice among adolescent girls as identified in the study. Among other recommendations, the school administrations are advised to provide more conducive and appealing facilities for adolescent girls to practise good menstrual hygiene.

scholarly journals Students’ Perception of Chemistry Teachers’ Characteristics of Interest, Attitude and Subject Mastery in the Teaching of Chemistry in Senior Secondary Schools

2017 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Secondary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Test Statistic ◽  
Chemistry Students ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Level Of Significance ◽  
Senior Secondary ◽  
Descriptive Survey

This research determined students’ perception of teachers’ characteristics of interest, attitude and subject mastery as required in the teaching of chemistry in senior secondary schools in Abakaliki Education Zone of Ebonyi State. The study made use of a descriptive survey design. The population of the study comprised all the chemistry students in all public secondary schools in Abakaliki Education Zone. From a total population of six hundred and thirty (630) senior secondary II students, a sample of three hundred (300) students was used for the study selected by stratified random sampling technique. This was based on the four local government areas in the Education zone. A structured questionnaire in a four point Likert type format was used for data collection. The instrument had a reliability coefficient of 0.88, which showed a high internal consistency. Three research questions and one hypothesis guided the study. Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the lone null hypothesis. Results of the study indicated that students perceived to a high extent; teachers’ interest, attitude towards chemistry and mastery of the subject as necessary characteristics in the teaching of chemistry. The hypothesis tested at 0.05 level of significance was not significant. Based on the results of the study and the educational implications of the results, recommendations were made.

scholarly journals Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

2021 ◽  
Vol 1 (2) ◽  
pp. 66-76
Author(s):  
Steven Sylvester Bockarie ◽  
Michael Sahr Bengu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

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