DEPARTMENT OF TEACHER EDUCATION
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Item Vocabulary knowledge and grammatical competence as correlates of senior secondary school students' achievement in essay writing in Ibadan north local government area(Department of Social Work University of Ibadan, Nigeria, 2020-06) Araromi, M. O.; Olatunji, S. O.The study investigated vocabulary knowledge and grammatical competence as correlates of senior secondary school students’ achievement in essay writing in Ibadan North Local Government Area of Oyo State. The study adopted the descriptive research design of the correlational type. Five (5) senior secondary schools were randomly selected from forty-two (40) public senior secondary schools in Ibadan North Local Government Area of Oyo State. Fifty (50) students were randomly selected from each school making a total of two hundred and fifty students (250). Three instruments were used for data collection for the study: Essay Writing Achievement Test (r= .81), Students' Vocabulary Knowledge Test (r= .84) and Students' Grammatical Competence Test (r= .79). Three research questions were raised and answered. Data collected were analyzed using Multiple Regression Analysis at 0.5 level of significance. The results showed that there was a positive significant relationship between vocabulary knowledge, grammatical competence and students' achievement in essay writing, (r— .432, p< 0.05), (r= 435, p< 0.05). It was revealed that there was a joint contribution of the two independent variables (vocabulary knowledge and grammatical competence) to students' achievement in essay writing (Adj R2= 0.274) (F (2:497) = 95.204). The independent variables account for 27.4% of the total variance in students' achievement in essay writing. The result showed that vocabulary knowledge contributed relatively to students' achievement in essay writing (β= 0.260). Also, grammatical competence contributed relatively to students' achievement in essay writing (f = 0.346). Based on the findings, it is recommended that teachers of English should pay more attention to the teaching of English vocabulary and grammar in order to make students develop acceptable level of competence in vocabulary and grammar.Item Reading interest, efficiency and emotional state as determinants of secondary school students’ achievement in reading comprehension in Oyo State(Positive Psychology Association, Nigeria with headquarters in University of Ibadan, Nigeria, 2020) Araromi, M. O.; Olatunji, S. O.The participants of the study were 250 SS II students selected from five public secondary schools in Oyo West Local Government Area of Oyo State. Four instruments were used for data collection for the study; Students' Reading Comprehension Achievement Test (r=.79), Questionnaire on Students Reading Interest (r=.76), Questionnaire on Students Reading Efficiency (r=.81) and Questionnaire on Students Emotional State (r=.78). Data collected were analyzed using Multiple Regression Analysis at 0.5 level of significance. The results revealed that reading comprehension positively correlates with reading efficiency (r= .308, p< 0.05), students’ emotional state (r = .751, p<0.05) and Students reading interest (r=.611, p<0.05). The results showed a coefficient of multiple regressions R = 0.185 and R-square = 0.34. This suggests that the three factors combined accounted for 34% (Adj.R2= .012) variance in the prediction of reading comprehension. There was no significant effect of the independent variables on the students’ reading comprehension, F (i) = 0.561 P>0.05. The most potent factor was students’ reading interest (Beta = .263, t= 1.789, P<0.05), followed by students; reading efficiency (Beta = .139, t= 1.613, P<0.05), except for students’ emotional state. Based on the findings of this study, it was recommended that English language teachers should create a friendly and supportive environment that will enhance students’ reading interest, efficiency and positive emotional state so that, they can read and comprehend