Scholarly works

Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/10869

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    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.
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    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