scholarly journals Visual Representativeness in Junior Secondary School English Language Textbooks in Use in Ebonyi State of Nigeria

2016 ◽  
Vol 4 (4) ◽  
Keyword(s):  
Secondary School ◽  
English Language ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Language Textbooks

scholarly journals Evaluating Environmental Contents in Comprehensive Passages in Junior Secondary School English Language Textbooks Used in Cross River State, Nigeria

2021 ◽  
Vol 12 (6) ◽  
pp. 62
Author(s):  
Florence B. Obi ◽  
Comfort Nkongho Agbor ◽  
Usang Nkanu Onnoghen ◽  
Michael Obun Etan ◽  
Darlington Egbe Egbonyi ◽  
...  
Keyword(s):  
Secondary School ◽  
English Language ◽  
Environmental Awareness ◽  
Environmental Issues ◽  
School Students ◽  
Cross River ◽  
Cross River State ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Language Textbooks

Serious concerns have been raised by many stakeholders in environmental issues including Cross River State Government, educationists, non-governmental organisations and even, the international funding agencies, about the quality and level of environmental information that can be accessed in both print and electronic media. This has become imperative because proper understanding of the origin of the present environmental challenges is the key to minimise the on-going abuses in future. This study was undertaken to investigate the level of environmental awareness issues contained in comprehensive passages present in English Language textbooks used by Junior Secondary School students in Cross River State, Nigeria. The study involves counting and analysing the number of passages dealing with environmental issues in 27 textbooks based on the four types of environments: abiotic, biotic, neutral and social. Two research questions were formulated and used to guide the study. Observed data were analysed using simple percentage technique. Results show that issues concerning the environment were reflected in all the textbooks but sometimes in an undesirable proportion. It was concluded that the practice of emphasising social and abiotic environments issues at the detriment of others do not auger well for proper development and impartation of environmental awareness to students.   Received: 28 July 2021 / Accepted: 30 September 2021 / Published: 5 November 2021

ssessment of Common English Spelling Mistakes Among Junior Secondary School Students In Nigeria: The Need for Counselling

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Yusuf FLORENCE ADEOTI
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Male Students ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
The Status ◽  
English Spelling ◽  
State Schools

One of the dominant and pervasive problems in Nigeria and Africa at large is the language. Language being a potent vehicle of transmitting cultures, values, norms and beliefs from generation to generation, remains a central factor in determining the status or nature of any nation. In Nigeria, English language is the official language of communication; it is referred to as “Lingua Franca”. However, its knowledge is not sufficient. The goals of the article were to define the types of spelling mistakes in the English Language and the most dominant errors made by junior secondary school students, to find out what the level of students’ performance in essays in terms of spelling is, and what the causes of spelling mistakes are among junior secondary school students. A conclusion was made that omission and addition of letters are the typical spelling errors, students’ attitude towards the second language was found as the major reason of low level of spelling skills. Male students were found less successful than female students and spelling skills’ level was found different according to private vs. state schools and urban vs. rural schools. 

scholarly journals COLLABORATIVE LANGUAGE PEDAGOGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN EKITI STATE

2019 ◽  
Vol 6 (11) ◽  
pp. 36-44
Author(s):  
Joseph Babalola
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
English Language ◽  
Teaching Strategy ◽  
Collaborative Teaching ◽  
Control Group ◽  
Chi Square ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Research Questions

Abstract This study examined the effect of collaborative teaching on students’ academic achievement in English language in Ekiti State. The population consisted of 161 Junior Secondary school three students made up of 103 males and 58 females selected from Federal Science and Technical College, Usi-Ekiti, Ekiti State. A total of 20 students (10 males) and (10 females) randomly selected from the school constituted the sample. The twenty students were divided into two groups-Experimental and Control. Group A was used as experimental group while group B was used as the control group. Two research questions and two hypotheses guided the study. The data collected were analysed using mean and percentages to answer the research questions while t-test and chi-square statistics were used to test the hypotheses. The major findings show that the students taught with Collaborative Teaching Strategy (CTS) achieved significantly better outputs than those of the control group. The study also discovered that there was no significant gender difference in the students’ achievement in English language. Based on the findings of this study, it was recommended that collaborative teaching strategy should be adopted as a more effective approach to teaching of English Language at the Junior Secondary School levels.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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.

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