Impact of WhatsApp on the Vocabulary Acquisition of Secondary School Students in Ogbomoso, Oyo State, Nigeria

2021 ◽  
Vol 1 (1) ◽  
pp. 18-26
Author(s):  
Abdulmalik Abiola Salman ◽  
Muhyideen Olasunkanmi Imam
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
School Students ◽  
New Words ◽  
Strongly Agree ◽  
The Impact

The advent of technology has brought a change in the dynamics of second language teaching and learning. WhatsApp has been a common tool used among students for communicating and chatting with friends, peers, and relatives. Its commonality may be because of its easy installation as mobile application on mobile devices. Educators are beginning to explore its potentials toward seeing how it can help students in their learning. Since it is apparently a novel tool in the education sector, its usefulness in acquiring vocabulary by secondary school students is yet to be ascertained. Therefore, this study examined the impact of WhatsApp on vocabulary acquisition of secondary school students in Ogbomoso, Oyo State, Nigeria. This study was premised on the constructivist learning theory since WhatsApp provides students the opportunity to construct their vocabulary knowledge.  The sample for the study comprised 250 students from five secondary schools randomly selected in Ogbomoso, Oyo State. Data for the study were generated from the participants using self-made questionnaire. The questionnaire is structured into 5 points from Strongly Agree to Strongly Disagree. Mean and standard deviation were employed to analyse the data. Findings showed that more than half of the students believe WhatsApp is expedient in learning and acquiring vocabulary. It further revealed that the majority of the students perceive WhatsApp as an effective social network that enhances their vocabulary acquisition as it is easy to acquire new words and understand their meanings through WhatsApp. The study concluded that language teachers should devise means of adopting social media such as WhatsApp to teach their students since students are favourably disposed to learning through WhatsApp.

scholarly journals Secondary School Students’ Understanding of and Strategies for Vocabulary Acquisition: A Phenomenographic Approach to Language Learning

2018 ◽  
Vol 9 (5) ◽  
pp. 895 ◽  
Author(s):  
Cathrine Norberg ◽  
Anna Vikström ◽  
Emma Palola Kirby
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Word Knowledge ◽  
Learning Context ◽  
School Students ◽  
New Words ◽  
How People Learn

Studies on vocabulary learning have provided valuable knowledge of what it means to know a word and how people learn. Few studies have focused on what students’ understanding of word knowledge and vocabulary acquisition can contribute with in a language-learning context. Considering the vital importance of vocabulary in language learning, this study explores students’ experiences of word knowledge and vocabulary learning with a point of departure in phenomenographic research. By interviewing a group of Swedish secondary school students about their understanding of word knowledge and what strategies they employ to learn new words in English, categories of description emerged showing that although the majority of the students reported that they perceive word knowledge as contextual, they primarily employ decontextualised strategies when studying vocabulary. This discrepancy seems to be closely connected to how vocabulary is tested and assessed in school.

THE ROLE OF HOMEWORK IN THE ENGLISH VOCABULARY ACQUISITION

2017 ◽  
pp. 74
Author(s):  
Olga Supe ◽  
Aivars Kaupuzs
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Vocabulary Acquisition ◽  
Development Process ◽  
Scientific Literature ◽  
School Students ◽  
Foreign Language Acquisition ◽  
The Impact

The research reflected in the article focuses on the analyses of scientific literature, investigates the foreign experience on theoretical aspects of foreign language acquisition and the role of homework in the learning process. The author clarifies the current situation of English vocabulary acquisition among secondary school students, traditionally assigning homework and gathers students’ views on this, compares and analyses the results gained. The aim of the research is to investigate the impact of homework on the secondary school students’ English vocabulary development process. Methods of research: theoretical - studying pedagogical, psychological and scientific sources; empirical – a survey, document analysis, and an experiment. The article deals with students’ opinions about homework and examines the data of homework assignment at Rezekne State Gymnasium No.1.

scholarly journals Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Collaborative Writing ◽  
Language Teachers ◽  
Esl Students ◽  
School Students ◽  
Students Attitudes ◽  
Esl Classroom

This study reviews the effectiveness of collaborative writing among secondary school students in ESL classroom. Writing skill is regarded as the most difficult task in second language learning. Various strategies have been employed by both teachers and students to enhance writing competence. As the education system is intended to the requirement for 21st century educational practices. Collaborative approach is one of the key elements. It marks the shift in pedagogical instruction. Collaborative learning is perceived as one of its approaches which aid ESL students to become proficient in writing. This study explores students’ attitudes towards improving writing skills of ESL students via collaborative writing. This study involved 32 secondary school respondents from Klang, Selangor. The survey research data were gathered through a questionnaire to assess students’ attitudes towards collaborative writing. It was evident that students were able to collaborate in writing lessons. The findings indicate that students showed positive attitude while writing collaboratively. Hence, this approach can be implemented by language teachers to enhance language teaching and learning.

Enhancing the Performance of Secondary School Students in Agricultural Science for Food Security in Ebonyi State.

2019 ◽  
pp. 113-121
Author(s):  
Aneke C.U. ◽  
Nwankwegu Simeon A.
Keyword(s):  
Food Security ◽  
Secondary School ◽  
Science Teachers ◽  
Secondary School Students ◽  
Agricultural Science ◽  
School Students ◽  
Response Options ◽  
Proper Training ◽  
Research Questions ◽  
Strongly Agree

This study was set to determine the strategies for enhancing the performance of secondary school students in agricultural science for food security in Ebonyi State. A survey research design was adopted with a population of 53 respondents (14 male and 39 female agricultural science teachers) sampled purposively from 48 secondary schools in Izzi local government area of Ebonyi State. Two research questions and two null hypotheses guided the study. The instrument for data collection was a structured 4-point weighted 21-item questionnaire developed by the researcher sectioned A and B with response options of Strongly Agree (SA), Agree (A), Disagree (DA) and Strongly Disagree (SD) after intensive literature review and the numerical values of 4, 3, 2 & 1 was assigned to the instrument respectively. The instrument was validated by three research experts while the reliability index of 0.77 was established using Cronbach Alpha reliability estimate. Mean and standard deviation were used to answer the two research questions while t-test was used to test the two null hypotheses at .05 level of significance and appropriate degree of freedom. Some of the findings among others include that teachers can enhance the performance of secondary school students in agricultural science for food security in Ebonyi State. It was therefore recommended that facilities should be made available for proper training of secondary school students for productivity on graduation and as well for food security in Ebonyi State.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

Impact of Collaborative Learning Strategies on Social Maturity of Secondary School Students

2021 ◽  
pp. 249-259
Author(s):  
J. N. Baliya ◽  
Shivani Sharma
Keyword(s):  
Collaborative Learning ◽  
Secondary School ◽  
Learning Strategies ◽  
Secondary School Students ◽  
Traditional Learning ◽  
Critical Ratio ◽  
School Students ◽  
Social Maturity ◽  
Post Test ◽  
The Impact

The purpose of this research was to study the impact of collaborative learning strategies on social maturity and its various dimensions viz. personal adequacy, interpersonal adequacy, and social adequacy, of secondary school students. The study was quasiexperimental and used matched pairs pre-test post-test research design. A Higher Secondary School in Educational Zone Hiranagar of District Kathua was chosen for the intervention. The study was conducted on sixty-six students of two sections of class 9th. Two sections were randomly assigned to collaborative and traditional learning conditions. Four methods of collaborative learning viz. Think-Pair-Share, Numbered Heads Together, Jigsaw, and Fish-Bowl were used for a period of over five weeks. The results were analyzed using mean, standard deviation and a critical ratio (CR). The results of the study showed that this approach was successful in increasing personal adequacy, interpersonal adequacy, social adequacy and overall social maturity of secondary school students.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals IMPROVISATION AS A MEANS OF ENHANCING THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE

2021 ◽  
Vol 9 (04) ◽  
pp. 506-511
Author(s):  
Eunice a ◽  
◽  
N. Anumudu ◽  
Adedapo I. Yemi ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Primary Objective ◽  
Learning Material ◽  
School Students ◽  
Rural And Urban Areas ◽  
Enugu State

Mathematics is an essential part of the education system in Nigeria. However, it is perceived among learners as a tedious and challenging subject. The primary objective of the current study was to enhance the teaching and learning of mathematics using improvisation. The study also examined the role of students location on mathematics learning when the learning material is improvised. The population of the study included secondary school students in both rural and urban areas of Enugu State. A total of 68 secondary school students constituted the study samples. A quasi-experimental design was used. Two hypotheses were tested, and it was concluded that improvisation of learning material enhances students performance in mathematics. Also, the study found that students location does not affect performance in mathematics when instructional material is improvised. The findings and recommendations are discussed.

scholarly journals Impact of Cognitive Restructuring and Token Economy Techniques on Truancy Reduction among Secondary School Students in Lagos State, Nigeria

2021 ◽  
Vol 4 (1) ◽  
pp. 21-32
Author(s):  
Afolasade Airat Sulaiman ◽  
Stella Ihuoma Uhuegbu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Cognitive Restructuring ◽  
Token Economy ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Lagos State ◽  
The Impact

This study examined the impact of cognitive restructuring and token economy techniques on the reduction of truancy among secondary school students in Lagos State, Nigeria. The study adopted a pre-test, post-test, control group design with a multistage sampling technique as the sampling method. Judgmental sampling technique was used to select two from the six Education Districts in Lagos State, simple random sampling technique was adopted to select six schools; three schools from each of the two Education Districts and 170 truants out of the 216 randomly selected based on the class attendance register completed the study. Truancy Behaviour Questionnaire (TBQ) with a reliability index of .87 was the instrument for the study. Data were analysed and presented with descriptive and ANOVA statistics at .05 level of significance. Findings showed that the two techniques were effective for the reduction of truancy but the token economy technique had a better effect. Sex had no significant effect on the reduction of truancy but females play truants more than males. Based on the findings, the token economy therapy was recommended as an ideal technique for counselling and guiding students against truancy.

scholarly journals An assessment of the impact of improvised versus conventional laboratory equipment on students’ performance in thermal expansion

2019 ◽  
Vol 15 (1) ◽  
pp. 135-140
Author(s):  
Kizito Ndihokubwayo ◽  
Jean Uwamahoro ◽  
Irénée Ndayambaje
Keyword(s):  
Thermal Expansion ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistical Significance ◽  
Test Design ◽  
Lower Secondary School ◽  
School Students ◽  
Laboratory Equipment ◽  
Post Test ◽  
The Impact

Science education in Rwandan schools still faces a number of challenges including the lack or shortage of equipment available for science experiments. This paper describes research conducted to assess the impact of using improvised versus conventional laboratory equipment in experiments. Eighty-five lower secondary school students were assessed using a semi-experimental post-test design on thermal expansion of bodies. Data analysis using a t-test produced a t-Stat of 2.74 over a t-Critical of 1.98 indicating a statistical significance between the two experimental groups in favour of the group using improvised equipment. As a result, it is recommended that improvised equipment be used in those instances in which there is a lack or shortage of conventional equipment since students’ achievement was similar regardless of the type of equipment used.

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