FACULTY OF EDUCATION
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Item Revamping Nigeria’s Economy Through The Teaching Of Literature-In English(EKSU Printing Press, 2017) Aiyede, E. I.; Olagunju, T. O.; Adeleye, I . A.Causes and effects of global economic recession have been discussed by scholars from different perspectives in recent times. It was observed that Economy in Africa has not been growing well compared to developed continents in the world due to problems of underdevelopment occasioned by bad governance, and wide-spread corruption. Nigeria economy at present is undergoing a severe experience of an economic recession. Since some of the factors undermining development in Africa are also responsible for economy that slid into recession, the focus of this paper is to identify and discuss factors that are responsible for economic recession in Nigeria and explain how it can be tackled through the teaching of Literature-in- English in secondary schools. The writers are of the opinion that the inculcation of desirable societal virtues such as patriotism, honesty, dignity of labour, self-sacrifice through compulsory teaching of Literature in English will be in line with the federal government change mantra and help in revamping the nation’s economy that slid into recessionItem Principals' Perspectives on Teachers' Creativity in English Language Classroom: A Blind Spot in English Language Education in Nigeria(2023-06) Fakeye D.O; Aiyede, E. I.This study investigated the views of selected school principals through in-depth interview on the extent to which English Language teachers exhibited creativity in their classroom practices. The findings of this study highlighted a pressing need for addressing the deficiency in creative teaching among teachers, which directly impacts students' engagement and learning of English Language. While it cannot be controverted that English Language teacher preparation programme in Nigeria produce dedicated and well-qualified teachers, many of these teachers lack creativity in English Language teaching. This is a blind spot in the teaching ofEnglish language that needs attention. Many past studies concentrated more on English Language teachers' lesson preparation and delivery than deployment of creativity as a way of increasing levels of learning outcomes on the part of learners and preparing them with the flexible skills they need for the future. Recommendations were made to inform policy interventions and professional development initiatives, geared towards enhancing the quality of English Language education in Nigeria.Item Language acquisition process: implications for teaching English as a second language for sustainable development(2020-07) Aiyede, E. I.This paper examines the process of language acquisition and its implications for teaching English as a Second Language in the effort to achieve the sustainable development goals. It further argues that effective teaching of English as a Second Language should be learnen-centred, innovative and highly interactive. Also, English Language teachers should model the right content, structure the process of instruction and involve learners in the teaching/learning process to facilitate second language acquisition in a multilingual country like Nigeria. The paper concludes by making recommendations on how to improve English language pedagogy.Item The Quest for Improved Learning Outcomes in Literature-in-English among Senior Secondary School Students in Ibadan, Nigeria: Teachers’ Instructional Organisation in Focus(2022) Aiyede, E. I.This study examined the relationship between teachers' instructional organisation and academic achievement of senior secondary school students in Literature-in-English in Ibadan, Nigeria using the survey design of the correlational type as the research design. The participants were 20 Literature-in-English teachers and 436 students in intact classes from 20 senior secondary schools in Ibadan. Instruments used were Achievement Test in Literature-in-English (r=0.78) and Teachers Instructional Organisation Scale (r-0.81). Two research questions were answered using descriptive statistics and Pearson Product Moment Correlation at 0.05'level of significance. Findings revealed that teachers’ instructional organisation was poor ( x = 2.62) against the threshold of 3.0; and that instructional organisation correlated positively with students' achievement in Literature-in-English. Consequent on these findings, it is recommended that teachers should attend professional development programmes such as seminars and workshops to improve their instruction organisation skill for improved learning outcomes of studentsItem Factors against senior secondary school students' performance in english writing skills: the teachers and learners' perspectives(2023) Aiyede, E. I.Writing skills are essential for academic success and effective communication in today's interconnected world. This study investigates the factors influencing senior secondary school students' writing performance in English in Ibadan North Local Government Area, Nigeria, from the perspectives of both teachers and students. Despite the importance of writing, students face challenges that raise concerns among examination bodies like WAEC and NECO regarding their writing competencies. Identified factors include socioeconomic influences, psychological barriers, ineffective instructional methods, and the impact of technology and social media. The research utilized a sequential exploratory mixed-methods design, involving 300 students and 10 teachers from selected public schools. Key findings indicate that poor family backgrounds, lack of parental support, and inadequate teacher training substantially hinder writing abilities. Psychological factors, such as fear of criticism and low self-efficacy, along with social media influence, further complicate writing development. The study recommended targeted interventions, such as improved teacher training, increased parental involvement, and the integration of technology in writing instruction, to create an environment conducive to developing strong writing skills and enhancing academic performance.Item Teacher Content Knowledge and Use of Instructional Materials as Catalysts for English Reading Comprehension Instruction in Secondary Schools(2023) Aiyede, E. I.; Adediran, A.OThis 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 languageItem 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.Item Students' Perception of 'Pidgin English' as a Medium of Instruction in Akinyele Local Government Area of Oyo State, Nigeria(2023) Aiyede, E. I.This study assessed students' perception of 'Pidgin English' (PE) as a medium of instruction in Akinyele Local Government Area of Oyo State, Nigeria particularly in the context of multi-ethnic enclave prevalent in local government area. The study was prompted because this has not been explored by previous studies which had focused on the use of Nigerian Pidgin English by students while neglecting their perception and attitude to PE as medium of communication. The mixed methods design (qualitative and quantitative) was adopted because it allowed for data triangulation. Simple random sampling was used in selecting 10 schools in Akinyele LGA and 30 students from each Students' perception (r= 0.72) and Attitude (r=0.74) to PE scales as well as Interview Guide were used for data collection. Findings revealed that students had positive perception of pidgin English (x̄ = 2.89;2,5); also, there is positive attitude to pidgin English (x̄ = 2.98; 2.5). Based on these findings, it is therefore recommended that Nigerian Pidgin English should be allowed as medium of instruction.Item Teachers' belief as correlates of coping with problems affecting english learning among secondary school students in Ibadan(2023) Aiyede, E. I.This study examined teachers’ belief (Beliefs about learners and learning, Beliefs about teaching, Beliefs about the curriculum) as correlates of coping with problems affecting English learning among students in Ibadan. The survey research design of the correlational type was adopted. Fifteen (15) secondary schools were purposively selected from five local government areas in Ibadan. Two English language teachers were selected from each school, making a total of 30 English language teachers as the sample size. Teacher’s Belief Questionnaire (r=0.91) and Coping With Factors Affecting English Questionnaire (r=0.89) were used for data collection. The Pearson Product Moment Correlation and Multiple Regression Analysis were used for data analysis and the results were interpreted at 0.05 level of significance. Findings revealed that coping with factors affecting English language learning among students had positive significant relationship with Teachers’ beliefs about Learners and Learning (r = 0.96); beliefs about teaching (r = 0.83); belief about curriculum (r = 0.81). There was a significant joint contribution of teachers’ beliefs (F (3; 26) = 264.66; p = 0.00 < 0.05), while teachers’ belief about Learners and Learning (β = 0.97, t = 0.99; p = 0.03 < 0.05), had significant and highest relative contribution, followed by Teachers’ Belief about teaching (β = - 1.14, t = - 6.13; p = 0.00 < 0.05). English language teachers therefore need to be dynamic in their instructional delivery rather than holding unto beliefs that may not be helpful in coping with factors affecting English language learning among students.Item students' spoken english self-efficiency and teachers' interpersonal relations in akinyele local government area of oyo state.(2024) Aiyede, E. I.The study explores the correlatoin between students' spoken english self-efficacy and teachers students interpersonal relationship in eight public schools within akinyele local government area. Employind a descriptive survey research design, it sample 400 senior secondary students from the selected school. Quantitative data were collected using selfdesigned scales: the Assessment of Teacher Interpersonal Relationship Scales(SATIRS) and |Spoken English Self-Efficacy Scale(SESS). Findinds indicate teachers generally maintain positive interpersonal relationships .