FACULTY OF EDUCATION
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Item Learners’ motivation, gender and oral english performance among high-ability students in Ibadan, Nigeria(Positive Psychology Association, Nigeria with headquarters in Department of Guidance and Counselling, University of Ibadan, Nigeria, 2020) Adelodun, G. A.; Asiru, A. B.This study examines predictive influence of motivation and gender on Oral English performance among students noted for high ability in Ibadan. Oyo State. The study adopted a descriptive survey of correlation type. Purposive sampling technique was used in selecting four public and private secondary schools in Ibadan North and Akinyele Local Government Areas with an aggregate number of 258 high-ability students. Instruments utilised were: English Language Screening Achievement Test (r=0.72). Achievement Test on Oral English (r=0.84) and Academic Motivation Questionnaire (r=0.84). Data were analysed, using Pearson Product Moment Correlation, Independent t-test and Multiple Regression Analysis. Learners’ motivation predicts Oral English performance among high-ability students (r=.54l. n=258. p<.05), but gender does not predict Oral English performance among the students (Crit-t 1.96, Cal. T = 0.097, p>.05). There is a joint contribution of learners’ motivation and gender to the prediction of Oral English performance (F(5 41) ='52.872, R2 = 0.54, p<.05) among the respondents. Intrinsic and extrinsic motivation of high-ability male and female learners should be meticulously worked upon by all stakeholders involved in the Oral English instruction of students noted for superior ability in our schools.Item Academic self-efficacy and gender as determinants of performance in english discourse writing among high-achieving students in Ibadan, Oyo State(2015-10) Adelodun, G. A.; Asiru, A. B.The study was carried out to delve into academic self-efficacy and gender as determinants of performance in English discourse writing in Ibadan, Oyo State. Descriptive survey design was adopted for the study. Purposive sampling technique was used to select 40 male and female high achieving students. Three validated instruments which are English Language Essay Screening Test (r = 0.82), English Language Essay Achievement Test (r = 0.76) and Adapted Academic Self-efficacy Scale (r = 0.76) were utilized in the study. Three research questions were answered using Pearson Product Moment Correlation and Multiple Regression Analysis. The findings revealed that academic self-efficacy had a positive relationship with performance in English discourse writing while gender had no significant correlation with the dependent variable. The independent variables had no joint effect on the dependent variable (R = .231, adjusted R2 = 0.54, P>.05). On the basis of these findings, it is recommended that educational guidance services should be made mandatory in schools as educational stakeholders should equally focus on the affective construct (self-efficacy) of high-achieving students.