Browsing by Author "Adedigba, J. O."

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Effects of Direct and Indirect Explicit Grammar Instructional Strategies on Achievement in English Grammar and Composition Among Secondary School Students in Ibadan Metropolis
    (2015) Adedigba, J. O.
    English is indispensable in communication and it is a tool for learning in Nigeria. Many secondary school students perform poorly in English Language examinations because of their deficient knowledge of English grammar which in turn leads to their inability to write good composition. The use of conventional instructional strategies for learning has failed to address this problem in Ibadan metropolis. However, less attention has been paid to the use of Direct and Indirect explicit grammar instructional strategies which have been found to be more effective than the conventional instructional strategies. This study, therefore, examined the effects of Direct Explicit Grammar (DEG)and Indirect Explicit Grammar (IEG) instructional strategies on achievement in English grammar and composition among secondary school students in Ibadan metropolis. The moderating effects of class-size and gender were also determined. The study adopted a pretest-posttest, control group, quasi-experimental design using a 3x3x2 factorial matrix. Three local government areas (LGAs) were randomly selected out of the five in Ibadan metropolis and three public schools were purposively selected from each LGA (3 per LGA). Nine intact classes of 274 senior secondary II students were used for the study. The intact classes were randomly assigned to DEG,IEG and control groups respectively. Treatment lasted six weeks. The instruments used were: English Grammar Achievement Test (r=0.81), English Composition Achievement Test (ECAT r = 0.84) and Teachers Instructional Guides. Data were analysed using Analysis of Covariance and Scheffe post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on students‟ achievement in English grammar (F(3,273) = 8.373; ŋ2=0.03) and English composition (F(3,273) = 5.375; ŋ2 = 0.04). These indicate weak effect size. Participants in the DEG group obtained the highest posttest achievement mean score (=21.95) in English grammar, followed by IEG (= 21.88) and control ( = 15.57) groups. Also, the participants in the DEG group obtained the highest posttest achievement mean score ( = 19.93) in English composition, followed by IEG ( = 16.47) and control ( = 12.57) groups. Class-size did not have significant main effect on achievement in English grammar but it did on composition (F(3,273)= 4.993; ŋ2= 0.04). This indicates a weak effect size. Large class ( = 15.63) obtained the highest achievement mean score followed by the medium ( = 12.26) and small class (=12.08) groups. Gender did not have significant main effect on achievement in English grammar and composition.The two-way interaction effect of treatment and class-size was significant on achievement in English composition (F(4,273) = 3.69; ŋ2 = 0.05) but not in English grammar. This indicates a moderate effect size. Direct explicit and indirect explicit grammar instructional strategies enhanced students‟ achievement in English grammar and composition in public senior secondary schools in Ibadan metropolis. Teachers should adopt both strategies in teaching English grammar and composition for improved performance
  • Thumbnail Image
    Item
    Negation in Nupe
    (University of Benin, 2019) Nweya, G. O.; Adedigba, J. O.
    Negation as a syntactic process has attracted tremendous attention cross linguistically. However. existing studies on the morpho-syntax of Nupe has concentrated on the study of the tense, aspect and the internal s t ru c tu re of th e verb phrase with little attention paid to negation. This study is, therefore, investigates negative constructions in Nupe with a view to identifying the negative markers and their distribution. as well as the scope of negation and its interaction with tense and aspect. Primary 'data were elicited using Ibadan Syntactic Paradigm, Focus Group Discussion and In-Depth-Interview while secondary data w e re collected from existing literature. The data were subjected to interlinear glossing and syntactic analysis. Two negative markers were identified: the negative particle a, and the negative circumfix ga-mɔ .. The negative particle a has the widest distribution and it is used in deriving various sentence types while ‘ga-m5’ is used only in negative imperatives. The negative marker a occurs sentence final in all instances of its occurrence. Using the syntactic and semantic processes of cleft focus and paraphrasing, the study distinguished between constituent and sentential negation. With regard to the interaction of tense/aspect and negation. It was observed that tense and aspect morphemes do not co-occur but either of them co-occurs with negative morphemes in the same construction. While the tense or aspect marker occurs pre-verbal, the negative morpheme occurs clause final.