Browsing by Author "Aiyede, E. I."

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Bilingual and multilingual medium of instruction policy: A panacea for creating an Inclusive learning environment in Nigeria
(2024) Adetunji, A.R.; Fakeye.D.O; Aiyede, E. I.
This paper examines the potential of bilingual and multilingual medium of instruction (MOI) policy as a solution for creating an inclusive learning environment in Nigeria. With over 250 ethnic languages and a complex linguistic diversity, Nigeria's education system faces significant challenges in providing equal access to quality education for all students. The dominant use of English as the sole MOI has resulted in a linguistic barrier, marginalizing mother-tongue speakers and perpetuating educational inequalities. This research argues that a well-implemented bilingual and multilingual MOI policy can address these challenges by promoting linguistic diversity and inclusivity, enhancing academic achievement and cognitive development, fostering cultural preservation and identity, bridging the gap between home and school languages, empowering marginalized communities through a critical analysis of existing literature, policy documents, and stakeholder interviews, this study explores the benefits, challenges, and implementation strategies of bilingual and multilingual MOI policy in Nigeria. The findings highlight the need for a contextualized and flexible approach, taking into account regional language dynamics, teacher training, and resource allocation. This research contributes to the ongoing debate on language policy and education in Nigeria, providing evidence-based recommendations for policymakers, educators, and stakeholders to create a more inclusive and effective education system. By embracing linguistic diversity, Nigeria can unlock the potential of its diverse student population and foster a more equitable and harmonious society.
English Summary Writing Instruction: Boosting Students' Achievement with Collaborative Strategies
(2023) Adediran, A.O; Aiyede, E. I.
The study determined the effects of reciprocal teaching and direct reading and thinking activities strategies on English summary achievement of 300 SSII students in six intact classes in senior secondary schools in Iwo, Osun State, Nigeria. Three hypotheses were tested at 0.05 level of significance. English Summary Achievement Test (r=0.87) and instructional guide were the instruments for data collection. Treatment lasted six weeks. Findings revealed that the two strategies improved students achievement in English summary writing, but gender had no significant main and interaction effects on achievement.Teachers of English are enjoined to adopt both strategies in teaching English summary writing.
Factors against senior secondary school students' performance in english writing skills: the teachers and learners' perspectives
(2023) Aiyede, E. I.
Writing skills are essential for academic success and effective communication in today's interconnected world. This study investigates the factors influencing senior secondary school students' writing performance in English in Ibadan North Local Government Area, Nigeria, from the perspectives of both teachers and students. Despite the importance of writing, students face challenges that raise concerns among examination bodies like WAEC and NECO regarding their writing competencies. Identified factors include socioeconomic influences, psychological barriers, ineffective instructional methods, and the impact of technology and social media. The research utilized a sequential exploratory mixed-methods design, involving 300 students and 10 teachers from selected public schools. Key findings indicate that poor family backgrounds, lack of parental support, and inadequate teacher training substantially hinder writing abilities. Psychological factors, such as fear of criticism and low self-efficacy, along with social media influence, further complicate writing development. The study recommended targeted interventions, such as improved teacher training, increased parental involvement, and the integration of technology in writing instruction, to create an environment conducive to developing strong writing skills and enhancing academic performance.
Language acquisition process: implications for teaching English as a second language for sustainable development
(2020-07) Aiyede, E. I.
This paper examines the process of language acquisition and its implications for teaching English as a Second Language in the effort to achieve the sustainable development goals. It further argues that effective teaching of English as a Second Language should be learnen-centred, innovative and highly interactive. Also, English Language teachers should model the right content, structure the process of instruction and involve learners in the teaching/learning process to facilitate second language acquisition in a multilingual country like Nigeria. The paper concludes by making recommendations on how to improve English language pedagogy.
Principals' Perspectives on Teachers' Creativity in English Language Classroom: A Blind Spot in English Language Education in Nigeria
(2023-06) Fakeye D.O; Aiyede, E. I.
This study investigated the views of selected school principals through in-depth interview on the extent to which English Language teachers exhibited creativity in their classroom practices. The findings of this study highlighted a pressing need for addressing the deficiency in creative teaching among teachers, which directly impacts students' engagement and learning of English Language. While it cannot be controverted that English Language teacher preparation programme in Nigeria produce dedicated and well-qualified teachers, many of these teachers lack creativity in English Language teaching. This is a blind spot in the teaching ofEnglish language that needs attention. Many past studies concentrated more on English Language teachers' lesson preparation and delivery than deployment of creativity as a way of increasing levels of learning outcomes on the part of learners and preparing them with the flexible skills they need for the future. Recommendations were made to inform policy interventions and professional development initiatives, geared towards enhancing the quality of English Language education in Nigeria.
PSYCHO-SOCIAL FACTORS AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN ENGLISH READING COMPREHENSION IN IBADAN, NIGERIA
(2023) Aiyede, E. I.
The study investigated self-efficacy, attitude and classroom interaction as correlates of senior secondary students' achievement in English reading comprehension in Ibadan, Oyo State. This study adopted the descriptive research design of correlational type. Ibadan South-West Local Government Area was purposively selected for having the largest number of public secondary schools in Ibadan. Random sampling technique was adopted to select ten (10) public senior secondary schools were randomly selected from Ibadan South- West Local Government Area. A total of300 Senior Secondary School II students were randomly selected 30 from each school. Four instruments were used for data collection: English Reading Comprehension Achievement Test (r=0.79), Questionnaire on Students self-efficacy (r =0.75), Questionnaire on Attitude to reading (r= 0.72) and Questionnaire on Student-Teacher Interaction (r=0.80). Data collected were analysed using descriptive statistics, Pearson Product Moment Correlation and multiple regression at 0.5 level of significance. The results indicated that students' achievement in reading comprehension had positive moderate correlation with students' self- efficacy (r=0.50), students' attitude to reading (r=.47) and student-teacher interaction (r=.42). The joint contribution of the independent variable (F(2.296)~85.19; Adj.R2 =0.18) was significant, accounting for 18.0% of the variance. Students' attitude to reading (f=0.33), students' self-efficacy (f}= 0.28), student- teacher interaction(j3=0.22) made a significant relative contribution to students' achievement. Based on the findings, it is recommended that teachers should take cognisance of these psychosocial factors to improve students' achievement in English reading comprehension.
Reconciling Ethnic Differences in Nigeria through Literature education: Implications for Peace and Security
(2016) Fakeye D.O; Aiyede, E. I.
Nigeria is a country united in diversity. It is composed of diverse ethnic nationalities all trying to assert their cultural identities. The social and political developments of recent years have succeeded in creating a big hiatus in the relationship among the various nationalities. This is manifested in the spates of altercations that have been witnessed among various ethnic groups in recent times. In the face of this dwindling unity, myriads of measures put in place by the government could not achieve much. The ignorance of another culture creates fear, distrust, animosity and a disconnection between cultures in today's society. As always, to be educated about a culture different from one's own is the key to combatting this ignorance, bridge the gap and erase the fear and disconnection in order to start the reconciliation process It is, therefore, believed that using the option of literature education could bridge cultural gaps among the ethnic groups and thereby reduce conflicts to its barest minimum Exposing students to literary works from different ethnic cultures has the ability to nurture respect, empathy and acceptance among all groups. The paper also highlights the implications of this for peace and security in Nigeria
Revamping Nigeria’s Economy Through The Teaching Of Literature-In English
(EKSU Printing Press, 2017) Aiyede, E. I.; Olagunju, T. O.; Adeleye, I . A.
Causes and effects of global economic recession have been discussed by scholars from different perspectives in recent times. It was observed that Economy in Africa has not been growing well compared to developed continents in the world due to problems of underdevelopment occasioned by bad governance, and wide-spread corruption. Nigeria economy at present is undergoing a severe experience of an economic recession. Since some of the factors undermining development in Africa are also responsible for economy that slid into recession, the focus of this paper is to identify and discuss factors that are responsible for economic recession in Nigeria and explain how it can be tackled through the teaching of Literature-in- English in secondary schools. The writers are of the opinion that the inculcation of desirable societal virtues such as patriotism, honesty, dignity of labour, self-sacrifice through compulsory teaching of Literature in English will be in line with the federal government change mantra and help in revamping the nation’s economy that slid into recession
Students' Perception of 'Pidgin English' as a Medium of Instruction in Akinyele Local Government Area of Oyo State, Nigeria
(2023) Aiyede, E. I.
This study assessed students' perception of 'Pidgin English' (PE) as a medium of instruction in Akinyele Local Government Area of Oyo State, Nigeria particularly in the context of multi-ethnic enclave prevalent in local government area. The study was prompted because this has not been explored by previous studies which had focused on the use of Nigerian Pidgin English by students while neglecting their perception and attitude to PE as medium of communication. The mixed methods design (qualitative and quantitative) was adopted because it allowed for data triangulation. Simple random sampling was used in selecting 10 schools in Akinyele LGA and 30 students from each Students' perception (r= 0.72) and Attitude (r=0.74) to PE scales as well as Interview Guide were used for data collection. Findings revealed that students had positive perception of pidgin English (x̄ = 2.89;2,5); also, there is positive attitude to pidgin English (x̄ = 2.98; 2.5). Based on these findings, it is therefore recommended that Nigerian Pidgin English should be allowed as medium of instruction.
students' spoken english self-efficiency and teachers' interpersonal relations in akinyele local government area of oyo state.
(2024) Aiyede, E. I.
The study explores the correlatoin between students' spoken english self-efficacy and teachers students interpersonal relationship in eight public schools within akinyele local government area. Employind a descriptive survey research design, it sample 400 senior secondary students from the selected school. Quantitative data were collected using selfdesigned scales: the Assessment of Teacher Interpersonal Relationship Scales(SATIRS) and |Spoken English Self-Efficacy Scale(SESS). Findinds indicate teachers generally maintain positive interpersonal relationships .
Teacher commitment and pedagogical content knowledge as predictors of students’ achievement in english grammar in junior secondary schools in akinyele local government, Ibadan, Oyo state, Nigeria
(2024) Aiyede, E. I.
English grammar is an important aspect of English Language. Proficiency in it is indispensable for fluent oral and written communication. This study examines the relationship between teacher commitment and pedagogical content knowledge as predictors of students' achievement in English grammar in Akinyele local government, Ibadan, Nigeria. Using a descriptive research design, the study involved a simple random sampling of 200 students and 8 teachers from 4 secondary schools. Data were collected using the Teacher Commitment, Pedagogical Content Knowledge Rating Scale, and the English Grammar Achievement Test. The results showed low achievement in English grammar (x̄ = 8.07), despite teachers' high commitment (x̄ = 3.34) and pedagogical content knowledge (x̄ = 3.46). However, neither teacher commitment (r = -0.132, p > 0.05) nor pedagogical content knowledge (r = 0.202, p > 0.05) significantly correlated with students' grammar achievement. The findings suggest that while teachers exhibit positive attitudes and sufficient knowledge, these factors do not directly enhance student performance. The study recommends ongoing professional development for English teachers to improve their instructional strategies and foster a collaborative learning environment where they can share knowledge and best practices to enhance students' achievement in English grammar
Teacher commitment and student achivement in english reading comprehension in oyo town,Nigeria.
(2024) Adebanjo, A.O; Aiyede, E. I.
This study investigated the effect of teacher commitment to teaching on students’ academic achievement in English reading comprehension among senior secondary school 2 students in Oyo metropolis, Nigeria. The correlation research design was adopted. Two hundred and forty students and six teachers from six schools were purposively selected as participants for the study. The two instruments used were reading comprehension achievement test (r = 0.76) and teacher commitment to teaching questionnaire (r = 0.81). Three research questions were answered using frequency counts, percentage, and Pearson Product Moment Correlation. The findings revealed that teacher commitment to teaching is low, students achievement in reading comprehension is low, teacher commitment to teaching has no significant relationship with students achievement in English reading comprehension (r=.205). Based on these findings, it is recommended that teachers of English Language should be more committed to teaching for effectiveness.
Teacher Content Knowledge and Use of Instructional Materials as Catalysts for English Reading Comprehension Instruction in Secondary Schools
(2023) Aiyede, E. I.; Adediran, A.O
This study investigated teacher pedagogical content knowledge and use of instructional materials as correlates of achievement in English reading comprehension. The correlational design was adopted.The simple random sampling technique was used to select 10 public secondary schools and 500 students (50 per school) in Ibadan North Local Government Area. The instruments used were English language achievement test(r=0.78), Teacher Use of Instructional Materials(r=0.75), and Teacher Content Knowledge(r=0.82) rating scales. Data were analyzed using Pearson product moment correlation and multiple regression at 0.05 level of significance. There was a negative relationship between students'achievement in English reading comprehension and teacher content knowledge but it has positive moderate relationship with instructional materials. The joint contribution of the three independent variables to achievement in English reading comprehension was not significant. The relative contribution of the independent variables to student achievement in English reading comprehension was not significant. These variables should be taken into consideration to improve learning outcomes in English language
Teachers' belief as correlates of coping with problems affecting english learning among secondary school students in Ibadan
(2023) Aiyede, E. I.
This study examined teachers’ belief (Beliefs about learners and learning, Beliefs about teaching, Beliefs about the curriculum) as correlates of coping with problems affecting English learning among students in Ibadan. The survey research design of the correlational type was adopted. Fifteen (15) secondary schools were purposively selected from five local government areas in Ibadan. Two English language teachers were selected from each school, making a total of 30 English language teachers as the sample size. Teacher’s Belief Questionnaire (r=0.91) and Coping With Factors Affecting English Questionnaire (r=0.89) were used for data collection. The Pearson Product Moment Correlation and Multiple Regression Analysis were used for data analysis and the results were interpreted at 0.05 level of significance. Findings revealed that coping with factors affecting English language learning among students had positive significant relationship with Teachers’ beliefs about Learners and Learning (r = 0.96); beliefs about teaching (r = 0.83); belief about curriculum (r = 0.81). There was a significant joint contribution of teachers’ beliefs (F (3; 26) = 264.66; p = 0.00 < 0.05), while teachers’ belief about Learners and Learning (β = 0.97, t = 0.99; p = 0.03 < 0.05), had significant and highest relative contribution, followed by Teachers’ Belief about teaching (β = - 1.14, t = - 6.13; p = 0.00 < 0.05). English language teachers therefore need to be dynamic in their instructional delivery rather than holding unto beliefs that may not be helpful in coping with factors affecting English language learning among students.
Teachers’ Questioning Behaviour and Instructional Organisation as Correlates of Students’ Achievement in English Language
(Global journals inc, (USA), 2013) Fakeye.D.O; Aiyede, E. I.
The study investigated the relationship between teacher's questioning behaviour and instructional organization and students' achievement in English Language. The study adopted a descriptive research design. Four Research Questions were answered. The participants were 30 English Language teachers and 450 students randomly selected from 15 Senior Secondary Schools. The instruments for data collection were Teachers' Questioning Behaviour Observation Checklist (r = .79), Teachers' Instructional Organization Obs-ervation Rating Scale ( r = .81 ) and Achievement Test in English Language ( r = .78 ). Findings revealed that teachers ask display and referential questions that are largely mono-directional. There is a positive, very strong relationship between Teachers' Questioning Behaviour and students' achievement in English Language. Teachers' Instructional Organization has negative, very weak relationship with students' achievement in English Language.
The Quest for Improved Learning Outcomes in Literature-in-English among Senior Secondary School Students in Ibadan, Nigeria: Teachers’ Instructional Organisation in Focus
(2022) Aiyede, E. I.
This study examined the relationship between teachers' instructional organisation and academic achievement of senior secondary school students in Literature-in-English in Ibadan, Nigeria using the survey design of the correlational type as the research design. The participants were 20 Literature-in-English teachers and 436 students in intact classes from 20 senior secondary schools in Ibadan. Instruments used were Achievement Test in Literature-in-English (r=0.78) and Teachers Instructional Organisation Scale (r-0.81). Two research questions were answered using descriptive statistics and Pearson Product Moment Correlation at 0.05'level of significance. Findings revealed that teachers’ instructional organisation was poor ( x = 2.62) against the threshold of 3.0; and that instructional organisation correlated positively with students' achievement in Literature-in-English. Consequent on these findings, it is recommended that teachers should attend professional development programmes such as seminars and workshops to improve their instruction organisation skill for improved learning outcomes of students