Scholarly works
Permanent URI for this collectionhttps://repository.ui.edu.ng/handle/123456789/1877
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Item Students classroom activeness as correlate of academic achievement in english language in Ibadan metropolis(The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria, 2016-12) Ibode, O. F.The study investigated students' classroom activeness as correlate of their academic achievement in English Language in Ibadan Metropolis, Oyo State. Three research questions were developed to guide the study. An ex postfacto research design of survey research type and the target population consists is SSSII Students in Ibadan Metropolis. Using simple random sampling technique, 150 SSS II students across secondary schools in Ibadan metropolis were selected as respondents for the study. Students' classroom active participation rating scale was used for data collection. Descriptive statistics and pearson product moment correlation were used in the data analysis. The findings of the study revealed that: majority of the students with the mean of 2.50 and above do participate actively during English Language lesson. Also, there is low negative correlation (r = -.103, p=.208) between students’ questioning/answering questions in the classroom and academic achievement in English Language. Also, there is low negative correlation (r = 114, p=.164) between students' initiation/contribution to classroom discussion and academic achievement in English Language. It was therefore, recommended that teachers of English Language should motivate students to participate more actively in the classroom by asking or answering questions during English Language lessons.Item Teachers' frequency of assessment, classroom management and instructional delivery as predictors of students’ academic achievement in english language and mathematics at SSS 2 in Lagos state(Department of English, University of Ibadan, Ibadan, Nigeria, 2014) Abdullahi, I. A.; Ibode, O. F.This study examined the influence of teachers’ frequency of assessment, classroom management and instructional delivery on secondary school two students’ academic achievement in English Language and Mathematics. Three hundred (300) students and (24) teachers were randomly selected for the study in three educational district, six local government areas and twelve secondary schools of Lagos state. Mathematics Teachers Observation Rating Scale (MTORS) of 35 items with reliability coefficient of 0.78 was administered on selected twelve SSII Mathematics teachers and twelve English teachers while the students Mathematics and English Language Test was administered to selected 300 students of SSS II. The data collected were analyzed using multiple regression analysis at significant level of 0.05.The inter-correlation matrix showed that there is no multi-collinearity among the predictor variables. The results showed that teachers instructional delivery, frequency of assessment and classroom management on students achievement in English language are significant (β - 0.221, t(299) - 3.870,p<0.05), (β - -0.298,1(299) - -3.304, p <0.05) and (β - -0.901,1(299) - -2.853, p <0.05). Also, instructional delivery, frequency of assessment and classroom management on students achievement in Mathematics are significant (β - -0.182,1(299) - 4.792,p<0.05), (β = -0.298, 1(299) = -3.304, p <0.05), (β = 1.919, t(299) = 4.946, p <0.05). It was recommended that teachers should bike into consideration the instructional delivery methods they use that best suit their students’ achievement especially in Mathematics and English Language for the purpose of improving their academic achievement. Frequency of assessment by teachers should be inculcated by other teachers that have not been making it their style to assess students at least once a day after each lesson to improve the quality of education. Teachers should also place more importance on management of their classroom to make sure that almost all the students in the classroom are participating.Item Knowledge of english language as a predictor of students cognitive achievement in senior secondary school mathematics(Ozean Publication, 2011-06) Adegoke, B. A.; Ibode, O. F.In this paper, the authors, using ex-post-facto procedure, attempted to show the effect of knowledge of English language on students' cognitive achievement in senior secondary school mathematics. In all 504 SS II students, comprising 252 males and 252 females were sampled, using cluster sampling technique. Using simple regression analysis, the findings showed that knowledge of English language appears to be a predictor of students cognitive achievement in mathematics even irrespective of gender. The implications of the study as well as suggestions for improving the teaching and learning of mathematics at the senior secondary school level were highlighted.