http://hdl.handle.net/123456789/35 2026-04-18T18:03:47Z 2026-04-18T18:03:47Z ADEJUMOBI, Hannah Olapeju http://hdl.handle.net/123456789/2399 2025-11-10T11:26:45Z 2023-12-01T00:00:00Z

TEXT QUALITY FACTORS AND LEARNING OUTCOMES IN ENGLISH READING COMPREHENSION AMONG SELECTED PUBLIC SENIOR SECONDARY SCHOOL STUDENTS IN OGUN STATE, NIGERIA ADEJUMOBI, Hannah Olapeju Reading comprehension is essential for academic success in all school subjects. Records have shown that many Senior Secondary (SS) students are deficient in English Reading Comprehension (ERC) in Ogun State, Nigeria, which partly accounts for their poor performance in English Language at public examinations. Previous studies focused more on interventions, student and home factors than on text quality factors. This study, therefore, was designed to investigate text quality factors (Text Readability-TR, Lexical Complexity-LC, Mechanical Competence-MC and Language Effectiveness-LE) as predictors of learning outcomes (achievement and attitude) in ERC among public senior secondary students in Ogun State, Nigeria. The study was premised on Roland Barthes’s Text-centered and Halliday’s Systemic Functional Grammar theories, while the mixed methods (QUAN+Qual) design was adopted. Ten Local Government Areas (LGAs) from the existing 25 in Ogun State were randomly selected. Fifty public SS schools (five per LGA) were randomly selected. The simple random sampling technique was employed to select 2,500 SSII students (50 from each school). One hundred teachers (two per school) teaching ERC in SSII were purposively selected based on their teaching experience. The instruments used were ERC Achievement Test (r=0.87), Attitude to ERC Questionnaire (r=0.82), Text readability (r=0.87) Lexical Complexity (r=0.84), Language Effectiveness (r=0.78) and Mechanical Competence Rating (r=0.8) scales. In-depth interviews were held with 10 Heads of Department of English. The quantitative data were analyzed using descriptive statistics, Pearson product moment correlation and multiple regression at 0.05 level of significance, while the qualitative data were content-analysed. The age of the participants were: teachers (28.60±2.20) and students (17.8+2.06) years, while 54.0% and 57.1%, were male respectively. Text readability (x̄=3.11), MC (x̄=4.28) and LE (x̄=3.95 were high, at the threshold of 3.0. Lexical complexity was high (x̄=2.70) at the threshold of 2.50. Text readability (r=0.23), LC (r =0.27) and MC (r =0.27) had significant relationship with achievement in ERC, but LE did not. Text readability, LC, MC and LE had no significant relationships with students’ attitude to ERC. The composite contributions of TR, LC, MC and LE to achievement in (F (4; 95) = 16.95; Adj. R2 = 0.39) and attitude to (F (4; 95) = 7.08; Adj. R2 = 0.20) ERC were significant, accounting for 39.0% and 20.0%, of their variances respectively. The TR (β = .185) made significant relative contribution to achievement in ERC, but LC, MC and LE did not. The LE (β=.349) and MC (β=.023) made significant relative contributions to attitude to ERC, but TR and LC did not. Students’ environments, poor attitude to reading, non-uniformity of textbooks used in different schools, abnormal use of smart phones and inability of students to read and recap were the challenges militating against students’ performance in ERC. Text readability influenced students’ achievement in English reading comprehension, while language effectiveness and mechanical competence influenced their attitude to English reading comprehension among the selected senior secondary students in Ogun State, Nigeria. Teachers should be mindful of these text quality factors in selecting reading comprehension passages.

2023-12-01T00:00:00Z OLUDARE, Bosede Abiola http://hdl.handle.net/123456789/2005 2024-04-25T07:33:21Z 2023-08-01T00:00:00Z

EVALUATION OF PRE-SERVICE ENGLISH LANGUAGE TEACHER PREPARATION PROGRAMME IN GOVERNMENT-OWNED PUBLIC UNIVERSITIES IN SOUTHWESTERN NIGERIA OLUDARE, Bosede Abiola The English Language Teacher Preparation Programme (ELTPP) at Faculties of Education (FoE) in universities aims to produce quality English Language Teachers (ELTs) for senior secondary level. However, this objective is hardly met as many graduates of FoEs in public universities in southwestern Nigeria perform below expectation in their various places of works. Previous studies have concentrated more on interventions to improve the quality of ELTPP than on evaluation of ELTPP in universities. Therefore, this study was carried out to evaluate Pre-service English Language Teacher Preparation Programme (ELTPP) in public universities in southwestern Nigeria, with a view to determining its strength and weaknesses. The framework was provided by Kelly’s Theory and ATO Evaluation Model, while the mixed methods design was adopted .The multistage sampling procedure was used. Three(3) states (Ekiti, Osun, Lagos) containing both federal and state universities were purposively selected. Six (three federal, three state) public universities running programmes in ELTPP were purposively selected. The purposive sampling technique was used to select 360 final year English Language students who were in 400 level (60 from each university). Thirty lecturers of ELTPP(5 per university) were randomly selected. The instruments used were Lecturers’ Perception of ELTPP(r=0.75), Students’ Perception of ELTPP(r=0.76) questionnaires, Inventory of Availability of Human Resources for ELTPP (r=0.78), Teaching Methods of ELLs (r=0.89) and Classroom Teaching Observation Schedule (r=0.81). Two sessions of focuse group discussion were held with principals and Heads of Department of English Language in their schools of practice. The quantitative data were analysed using descriptive statistics, while the qualitative data were content-analysed. The majority (93.0%) of the lecturers had Ph.D degree, and 52.8% had 11-20 years teaching experience. The admission requirements and the profile of lecturers conformed with the National University Commission Benchmark Minimum Academic Standards (NUC, BMAS). The prescribed material resources were not sufficient (𝑥̅ =1.49) and human resources were inadequate (𝑥̅=1.38), against the threshold of (1.50). Lecturers had a positive perception of the programme (𝑥̅= 3.0), against 2.50 threshold. Students had a good perception of the preparation programe(𝑥̅= 2.80) and the objectives of the preparation programme were relevant and adequate (𝑥̅=4.00) against the threshold of 2.50. The teaching methods (𝑥̅=3.02),lesson preparation(𝑥̅=3.19), delivery(𝑥̅=3.04), assessment practices(𝑥̅=2.87), content knowledge(𝑥̅=3.04), classroom management(𝑥̅=3.06) and communication skills(𝑥̅=3.00) of the respondents were good, against the threshold of 2.50. Many of them had high content knowledge of English Language.The principals and head teachers agreed that the human and material resources were not sufficient, however, communication skills, preparation of lesson note and delivery and classroom management were good. The pre-service English Language teacher preparation programme in public universities in Southwestern Nigeria was good. High content knowledge, communication skills, good classroom management, good lesson preparation and lesson delivery of graduates were the strengths of the programme, while inadequate human and material resources were their deficiencies. These deficiencies should be addressed by faculties of education.

2023-08-01T00:00:00Z AKÍNṢỌLÁ, Ìfẹ́olúwa Theophilus http://hdl.handle.net/123456789/2003 2024-04-25T07:24:34Z 2023-08-01T00:00:00Z

DEVELOPMENT AND EFFICACY OF THEATRE-IN-EDUCATION PACKAGES ON SECONDARY STUDENTS’ LEARNING OUTCOMES IN YORÙBÁ ORATURE AND MORAL VALUE CONCEPTS IN ÌBÀDÀN, NIGERIA AKÍNṢỌLÁ, Ìfẹ́olúwa Theophilus Yorùbá Orature (YO) and Moral Value Concepts (MVCs) are taught in Senior Secondary Schools (SSS) to instil rectitude in students. However, reports have shown that many SSS students are deficient in knowledge of and disposition to YO, and practice of MVCs in the Ibadan Metropolis, Nigeria. Previous studies on YO and MVCs were more on survey than on the development and efficacy of Theatre-inEducation Packages (TiEPs). Therefore, this study was carried out to develop and determine the effects of two TiEPs (Devised-for-students and Devised-by-students) on SSS students’ knowledge of and disposition to YO, and practice of MVCs in the Ibadan metropolis, Nigeria. The moderating effects of Motivation for Yorùbá Orature (MYO) and Peer Influence (PI) were also examined. The Theatre-for-Development Model, Affective Dispositional and the Àṣùwàdà Sociation theories provided the framework, while the study adopted the mixed (QUAN+qual) methods design. Three Local Government Areas (LGAs), out of the five existing in the Ibadan metropolis, were randomly selected. The simple random sampling technique was used to select six SSSs (two from each LGA), while six intact classes of Senior Secondary II students (one per SSS) were randomly assigned to TiEP Devised-for-students (87), TiEP Devised-by-students (115) and control (90) groups. The instruments used were YO Knowledge Test (r=0.81), Disposition to YO (r=0.76), Practice of Yorùbá MVCs (r=0.72), MYO (r=0.73), Students’ PI (r=0.75) questionnaires and instructional guides. Treatment lasted eight weeks. Focused group discussions were held with 10 students per school. Data were analysed using descriptive statistics, Analysis of covariance at 0.05 level of significance, while the qualitative data were thematically analysed. The participants’ age was 15.96±1.47 years and 52.4% were male. The developed packages were rated average (𝑥̅=2.99; threshold=3.00). Students’ knowledge of YO (18%) was low, while their disposition to YO (𝑥̅=2.80) and practice of Yorùbá MVCs (𝑥̅=3.20) were high, against the threshold of 2.50. Treatment had significant main effects on students’ knowledge of (F(2;279)=639.84; partial η2=.821); disposition to (F(2;279)=323.97; partial η2=.69) YO and practice of (F(2;279)=361.67; partial η2=.72) Yorùbá MVCs. The participants in the TiEP Devised-for-students had the highest postknowledge (𝑥̅=33.57) and post-disposition (𝑥̅=78.12) scores in YO, followed by TiEP Devised-by-students (knowledge 𝑥̅=19.04; disposition 𝑥̅=62.33) and the control (knowledge 𝑥̅=9.98; disposition 𝑥̅=49.05) groups. The participants in the TiEP Devised-by-students had the highest post-practice score (𝑥̅=73.61), followed by those in TiEP Devised-for-students (𝑥̅=52.50) and the control (𝑥̅=45.75) groups. The interaction effect of treatment and MYO (F(2;279)=3.48; partial η2=.024) was significant on disposition to YO in favour of participants with high MYO from the TiEP Devisedby-students group. The interaction effect of MYO and PI (F(1;279)=.6.57; partial η2=.023) was significant on knowledge of YO in favour of high MYO from high PI. Other two-way and three-way interaction effects were not significant. Students creatively wrote their play scripts on different thematic preoccupations and this propelled them to practise the Yorùbá MVCs. Theatre-in-education packages devised-for-students and devised-by-students improved senior secondary school students’ learning outcomes in Yorùbá orature and moral value concepts in the Ibadan metropolis. Teachers of Yorùbá should adopt these two packages.

2023-08-01T00:00:00Z JIRE-ALAO, Esther Oluwatoyin http://hdl.handle.net/123456789/2001 2024-04-25T07:19:49Z 2023-02-01T00:00:00Z

TEACHER EFFECTIVENESS FACTORS AND LEARNING OUTCOMES IN ENGLISH STUDIES AMONG PUBLIC PRIMARY SCHOOL PUPILS IN THE IBADAN METROPOLIS, NIGERIA JIRE-ALAO, Esther Oluwatoyin English Studies (ES) is taught in primary schools partly to inculcate in pupils ability to communicate effectively.. However, reports have shown that the learning outcomes of many public primary school pupils in ES are not encouraging in the Ibadan metropolis, which partly accounts for their inability to communicate effectively. Previous studies focused more on interventions to improve learning outcomes in ES than teacher classroom practice factors. This study, therefore, was carried out to investigate teacher classroom factors (professional development, instructional pacing, use of questions, use of instructional materials and feedback techniques) as predictors of learning in ES among public primary school pupils in the Ibadan metropolis, Nigeria. Human Capital Development and Instruction theories provided the framework, while the study adopted the mixed methods design. The multi-stage sampling procedure was adopted. Five local government areas (LGA) in the Ibadan metropolis were enumerated. The random sampling technique was used to select 50 public primary schools (10 per LGA). Fifty teachers (one per school) teaching primary five ES were purposively selected. Instruments used were English Studies Achievement Test (r=0.83), Interest in English Studies (r= 0.91), Professional Development (r =0.90) questionnaires, Instructional Pacing (r =0.92), Use of Instructional Materials (r=0.89), Use of Questions (r=0.86), Feedback Techniques(r=0.83) observation scales. In-Depth Interviews were held with 10 selected teachers (two per LGA). Quantitative data were analysed using Pearson’s product moment correlation and Multiple regression at 0.05 level of significance, while qualitative data were content-analysed. The participants’ ages were teachers- 30.80 ± 2.40; pupils-11.16 ± 2.70 years and 62.0 % and 53.0%, respectively were females. Instructional pacing(x=2.01), use of questions (x= 1.96), professional development (x=1.87) and feedback strategies (x=1.84) were low, but the use of instructional materials (x=2.72) was high, all against the threshold of 2.50. Professional development (r = .03), instructional pacing (r = .02), use of questions (r = .22), use of instructional materials (r = .13) and teachers’ feedback techniques (r = 0.20) had positive relationships with achievement. Professional development (r = .11), use of questions (r = .11), use of instructional materials (r = .15) and feedback techniques (r = .34) correlated positively, while instructional pacing correlated negatively with interest. The composite contributions of the independent variables to achievement (F (5; 44) = 2.688; Adj. R2 = .23) was significant, accounting for 23% of the variance, but it was not to interest. Professional development (Beta = .01; .06), instructional pacing (Beta = .12; .23), use of questions (Beta = .23; .04), use of instructional materials (Beta = .12; .22) and feedback techniques (Beta = .05, .33) contributed relatively to achievement and interest, respectively. Professional development activities engaged in by teachers of ES were seminars, workshops, conferences and participating in academic discussions, while teachers’ inability to access ES curriculum, pupils’ non-possession of prescribed textbooks and literary texts as well as non-availability of instructional materials hindered effective implementation of ES curriculum in primary schools. Professional development, use of questions, use of instructional materials, feedback techniques and instructional pacing influenced achievement and interest in ES among public primary school pupils in the Ibadan metropolis, Nigeria. Teachers of ES should focus on these classroom practice factors for improved learning outcomes in ES..

2023-02-01T00:00:00Z