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 comprehendItem Teacher curriculum-awareness and students' achievement in english oracy skills in Ibadan, Nigeria(2018-06) Akanbi, O. O.; Araromi, M. O.; Kolawole, C. O. O.This study investigated English language teacher curriculum awareness at senior secondary schools in Ibadan, Nigeria. The descriptive design was adopted for the study. The population of the study comprised all Senior Secondary English Language teachers and students in senior secondary schools in Ibadan, Nigeria. Simple random sampling was used to select six local government areas in Ibadan. Three public secondary schools were randomly selected from each local government area making a total of 18 schools, while purposive random sampling method was used to select three English language teachers and 50 students from each school making a total of 54 teachers and 900 students. The instruments used were: Teacher Curriculum Awareness Questionnaire (r=0.93) and Teachers Oral interview Guide for teachers on curriculum awareness (r=0,87). Descriptive statistics of frequency counts, mean and standard deviation were used in analyzing the quantitative data generated from the questionnaire, while qualitative data from oral interview were content-analysed. Results revealed that 63.3 7% of the teachers (mean=2.67) are aware of the English Language curriculum on oracy skill and their awareness is high. It is recommended that curriculum planners and designers should endeavor to make the copies of the English language curriculum available because it is one thing to plan and design the curriculum it is another thing for the curriculum to be readily available for the teachers.Item Teachers' awareness and utilization of assessment techniques as predictors of students' achievement in english reading comprehension in Ibadan North local government area(2019-06) Araromi, M. O.; Oyesola, D. O.This study investigated teachers' awareness and utilization of assessment techniques as predictors of students' achievement in English reading comprehension in Ibadan North Local Government. Descriptive research design of correlational type was adopted. Simple random sampling technique was used to select thirty English language, teachers and nine hundred and sixty students from public senior secondary schools in Ibadan North Local Government. The instruments used for data collection were: Questionnaire on English Language Teachers' Awareness of Assessment Techniques in Reading Comprehension (OOELTAARC) (0.77). English Language Teachers' Observation Scale on the Utilization of Assessment Techniques in Reading Comprehension (ELTOSUATRC) (0.75) and Reading Comprehension Achievement Test (RCAT) (0.88). Data collected were analyzed using Descriptive Statistics of Mean. Standard Deviation. Frequency Count and Percentage. Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis. Findings revealed that there were negative, non significant relationships between English language teachers' awareness of assessment techniques, utilization of assessment techniques and students' achievement in Reading Comprehension. The composite contribution of English language teachers' awareness and utilization of assessment techniques to students' achievement in Reading Comprehension was not significant. The relative contribution of English language teachers' awareness of assessment techniques, utilization of assessment technique to students' achievement in Reading Comprehension was not significant. None of the independent variables significantly predicts students' achievement in Reading Comprehension. Based on the findings, it was recommended that various assessment techniques should be given more prominence in assessing students' achievement in Reading Comprehension.Item Language policy implementation in multilingual Nigeria: french and mother-tongue experience(2018-02) Araromi, M. O.By all standards, Nigeria is a multilingual and Multicultural state parading more than five hundred indigenous languages existing alongside English language as an official language and French language as the defacto second official language. Choosing a national language among the existing indigenous languages has become a complicated issue and a subject of controversy among the diverse ethnic groups and stakeholders in the political landscape of Nigeria due to multiplicity and plurality of languages in Nigeria. One cannot underestimate the significant value of languages in the socio- economic development of a nation. Thus, this necessitated the formulation of language policy religiously entrenched in the National Policy on Education. Though the language policy is quite laudable favouring the promotion of the indigenous languages and French language as a language of diplomacy and international relation, proper implementation of the policy provisions and most especially the teaching and learning of French language in a multicultural and multilingual country like Nigeria still suffers tremendous setback. However, this paper looked critically at the major constraints to the implementation of the language policy provisions as stated in the National Policy on Education having in focus the advantages inherent in the multilingualism and multiculturalism to promoting peaceful co-existence and socio-economic development in Nigeria. It was however recommended that government should endeavour to match policy formulation with policy implementation.Item Foreign language education in Nigeria and the development of entrepreneurial skills among learners(Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria, 2017-12) Araromi, M. O.; Oladunni, Y. A.Foreign language education has not been given a pride of place in Nigeria due to poor policy implementation and negative attitude towards the teaching and learning of the languages. The rate of unemployment experienced by graduates of foreign languages has reached an alarming level and this has generated a concern among stakeholders in the field of foreign languages in Nigeria. Graduates of foreign languages are not expected to be redundant, jobless or unemployed or rely entirely on teaching jobs to survive as some people in some quarters frequently claim. Stakeholders in foreign language education have failed to take critical look at the curriculum content of the various foreign languages on the curriculum to. see whether they are relevant to the socio - economic realities and values in Nigeria. This paper however seeks to examine the curriculum content of the foreign languages on the curriculum with the view to ascertaining their relevance to the socio economic realities and values in Nigeria. It was affirmed that the content of the foreign language curriculum should be able to meet the vocational and entrepreneurial needs of the teeming unemployed youths in Nigeria. There is urgent need to disabuse the mind of people on the erroneous belief that the only career available for graduates of foreign languages is teaching career. We therefore recommended that government should focus more attention on the teaching of foreign languages for specific, technical and vocational purposes in order to resolve the problem of unemployment ravaging Nigeria as a country and African continent in its entirety.Item French-english bilingualism as a determinant of learners general language competence in some selected secondary schools in Ibadan(Benchmark Journals, Department of Vocational Education, University of Uyo, Nigeria, 2017-04) Araromi, M. O.; Akinsola, N. A.The poor performance in English and French language in public examinations has called for concern among stakeholders in the field of language education in Nigeria. While students recorded low performance in English across the years, there is low turn- out of students in French language. Researchers have looked into the viability of bilingualism in English and French as a symbiotic measure to finding lasting solution to the problem of general language deficiency among Nigerian learners’ of English and French language respectively. Therefore, this study sought to investigate the complimentary role of English and French language in the attainment of general language competence of some bilingual students in Ibadan, Oyo state. Purposive sampling technique was used to select 156 students in four junior secondary schools in Ibadan. Three research questions were raised. Two instruments were used to collect data i.e. English language achievement test (ELAT) and French language achievement test (FLAT). The result shows that there was significant difference in the bilingualism in French and English language among the selected students in the secondary school in Ibadan (t = 7.922, df = 155, P<0.05). There was no Gender difference in the attainment of Bilingualism in English and French from the selected secondary schools. (t-cal=-279 lesser than t-crit-1.95, P>0.05) There are significant relationships between students’ performance in English and French Language (r- 0.363, P<.05). It is therefore recommended that French and English should be taught concurrently to the students as their performance in French will aid their performance in English language The study examined the influence of anxiety on the success of some pre-service teachers of French Language in selected tertiary institutions in southwestern Nigeria. Descriptive research design was adopted. A total of 130 preservice teachers (male — 40 and female — 90) participated in the study. The results showed that the test anxiety level of pre-service teachers' foreign language anxiety is slightly low (X = 2.32, Std. Dev = 1.162). The findings further showed that the fear of negative evaluation level of pre-service teachers' foreign language anxiety is a bit high (X = 2.65, Std. Dev = 1.227). Data collected were analysed using PPMC and Regression Analysis. The results showed that the communication apprehension level of pre-service teachers' foreign language anxiety was slightly low (X = 2.29, Std. Dev — 1.188). There was no influence of age on pre-service teachers’ foreign language anxiety in classroom (F value —1.349, P>0.05). There was no gender difference in the pre-service teachers’ foreign language anxiety in classroom (t-Critical value (t-Crit—1.99, P>0.05). Length of years of French study had no influence on the pre-service teachers’ foreign language anxiety in classroom (F value — 1.349, Pro— 0.262>0.05). It was however recommended that pre-service teachers of French language in tertiary institutions should pay maximum attention to the variants of foreign language anxiety of fear of negative evaluation, communication apprehension and test anxiety in the process of learning French language as a foreign language.Item Foreign language anxiety among pre-service teachers of french language In selected tertiary institutions in South Western Nigeria(Ibadan University Printery University of Ibadan, Ibadan, Nigeria, 2017-06) Araromi, M. O.; Olaseinde, F. O.The study examined the influence of anxiety on the success of some pre-service teachers of French Language in selected tertiary institutions in southwestern Nigeria. Descriptive research design was adopted. A total of 130 preservice teachers (male — 40 and female — 90) participated in the study. The results showed that the test anxiety level of pre-service teachers' foreign language anxiety is slightly low (X = 2.32, Std. Dev = 1.162). The findings further showed that the fear of negative evaluation level of pre-service teachers' foreign language anxiety is a bit high (X = 2.65, Std. Dev = 1.227). Data collected were analysed using PPMC and Regression Analysis. The results showed that the communication apprehension level of pre-service teachers' foreign language anxiety was slightly low (X = 2.29, Std. Dev — 1.188). There was no influence of age on pre-service teachers’ foreign language anxiety in classroom (F value —1.349, P>0.05). There was no gender difference in the pre-service teachers’ foreign language anxiety in classroom (t-Critical value (t-Crit—1.99, P>0.05). Length of years of French study had no influence on the pre-service teachers’ foreign language anxiety in classroom (F value — 1.349, Pro— 0.262>0.05). It was however recommended that pre-service teachers of French language in tertiary institutions should pay maximum attention to the variants of foreign language anxiety of fear of negative evaluation, communication apprehension and test anxiety in the process of learning French language as a foreign language.Item The teaching of french language in Nigeria: a historical perspective(2015-06) Araromi, M. O.The significant value of French language in Nigeria is unquantifiable. Nigeria shares frontiers with many Francophone West African countries and she is also a notable member of many international organizations where she played dominant role. Hence, the diplomatic tie between Nigeria and these francophone countries can be further strengthened with the knowledge of French language. This study however focused attention on the historical analysis of the teaching of French language in Nigeria from the pre-colonial era through the post colonial era with the view to finding a lasting solution to the underdevelopment in the teaching of the language in Nigeria system of education. The incursion of French language into Nigeria system of education dates back to 1878 but not as a core subject. The development in the study of the language did not start until the post colonial era when the need to interact among the independent African states was strongly felt. However, the policy declaration of French language as the second official language in. .'Nigeria in 1997 by General Sanni Abacha, though a welcome development, has not really changed the outlook of the language in Nigeria system of Education. Lack of policy implementation, insensitivity of the government upwards the policy and proliferations of languages on the school curriculum constitute obstacles towards the teaching of French language in Nigeria. It was therefore recommended that government and stakeholders in education should be more alive to their responsibilities in encouraging the teaching and learning of French language across schools in Nigeria.Item General overview of the use of ICT in the teaching and learning of foreign languages(2014-12) Araromi, M. O.The application of information and communication technology (ICT) to the teaching and learning of foreign languages has come a long way in the field of foreign language education. A good number of foreign language software developed by language software developers have been underutilized by foreign language teachers, thereby resulting to poor performance and attrition in foreign language learning most especially in the developing countries of the world. This problem cannot be divorced from teachers’ level of technical competence, availability and accessibility of computer and ICT facilities in schools and the attitude of foreign language teachers to the use of modem technology as an intervention in the foreign language classroom. In this paper however, the researchers discussed the extent to which foreign language teachers are reluctant to change from the conventional method of foreign language teaching in spite of the numerous advantages inherent in the use of ICT facilities and computer software in foreign language learning. We gave the general overview of the application, the use and the resultant effect of the information and communication technology (ICT ) and language software in enhancing the foreign language skills in the learners. It was therefore concluded that the significance of using ICT facilities in the teaching and learning of foreign languages is unquantifiable.