Linguistics & African Languages

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Author: search.filters.author.Adeyinka, A. A.

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    "Peer influence and students' beliefs about the values of prose literature as predictors of students' achievement in prose literature-in- English. "
    (2017-08) Omobowale, E. D.; Adeyinka, A. A.
    "The importance of prose literature to the students’ academic and moral lives is numerous. However, the rate at which students fail this subject at the school certificate level calls for urgent attention. This has led scholars to determine the influence of many teacher factors on students’ achievement but not many have focused on students’ factors especially in prose literature hence this study. The study adopted the descriptive research design of the correlational type. 223 SSIII students of Literature-in-English from six purposively selected secondary schools in Ibadan metropolis were respondents in this study. Prose Literature-in-English Achievement Test (r = 0.83), Students’ Peer Influence Questionnaire on Prose Literature-in-English (r = 0.84) and Questionnaire on Students’ Beliefs about the Values of Prose Literature-in-English (r = 0.83) were instruments used to collect data and data were analysed using descriptive and inferential statistics. There was no significant relationship between peer influence (β = -.082, P>.05), students’ belief (β = -.050, P>.05) and students’ achievement in prose literature. The two variables jointly explained 7% of the total variance of students’ achievement in prose literature. The relative contribution revealed that none of the variables was significant, peer influence (β = -.073, P>.05) and students’ belief (β = -.021, P>.05).Therefore, the findings cannot predict which of the variables has the highest or the lowest contribution. Based on this, it is concluded that since none of the variables was significant, some other variables could be identified for students’ underachievement in prose literature in Ibadan metropolis. "
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    "Teacher factors as predictors of students' achievement in English language in Ibadan South-West Local Government Area,Oyo State, Nigeria "
    ("Conseil Afrigain Et Malgache Four Lekseignemekt Superieur ", 2017-05) Adeyinka, A. A.
    English Language is a compulsory subject at all levels of education and a prerequisite for admission into higher institutions in Nigeria. However, students' achievement in the subject is poor. This underachievement has been attributed to some teacher factors, (attitude towards English teaching, teaching experience, teacher's content knowledge and text utilization). Previous studies focused largely on univariate influence of these factors without consideration of their composite and relative contribution to students' achievement. This study adopted a descriptive research survey design. Four research questions were raised and ten randomly selected public senior secondary school two students in Ibadan Southwest Local Government Area and two instruments were used to collect data. Data were analyzed using descriptive statistics and multiple regression at 0.05 level of significance. Findings revealed a significant relationship between teacher factors and students' achievement in English Language (R2 = 0.616, F (4,19) =0.431, p0.037). There were relative effects of the factors on students' achievement- teacher attitude (R2 = 0.808, F (4, 19) =0.242, p0.002), teaching experience (R2=0.536, F (4, 19) = 1.492, p0.031), teacher's content knowledge (R2 = 0.801, F (4, 19) = 1.335, p 0.041) and text utilization (R2 = 0.594, F (4, 19) = 0.209, p0.023) Teacher attitude was considered the factor that predicts students' achievement in English most. It is recommended that instructional materials should be provided for English Language teachers, they should be sponsored to workshops, seminars and conferences and their salaries should be paid promptly in order to improve on their attitude, content knowledge and text utilization.
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    Psychological factors predictors of students' academic achievement in Yoruba language in senior secondary schools in Egbeda local government, Oyo state, Nigeria
    (Egbe Onimo Ede Yoruba, 2016-06) Adeyinka, A. A.; Ilesanmi, Y. A.
    This paper examined the relationship among selected psychological factors (locus of control, self-concept and motivation) and students’ academic achievement in Yoruba language in Egbeda local government area, Oyo state. The study also examined which of the selected psychological factors will most predict academic achievement in Yoruba language. Four hundred and eighty class two students randomly selected from nine senior secondary schools out of twenty six in Egbeda local government area participated in the study in which four research questions were answered. Four research instruments were used in this study: students’ locus of control scale (SLOCS)(r=.76); students’ self-concept scale (SSCS)(r=.82); students’ motivation scale (SMOTS)(r=.84); and Yoruba language achievement test (ylat)(86). Data collected were analyzed using descriptive statistics of mean and standard deviation: inferential statistics of Pearson products moment correlation and multiple regression findings revealed that there is no significant correlation between students’ academic achievement in Yoruba language and locus of control (r=.060,p>.05). The correlation between student academic achievement in Yoruba language and motivation is not significant (r=-.067.p> .05). However, there is no significant positive correlation between students’ self-concept and academic achievement in Yoruba language (r=.067, p <.05) the three Pshycological factor can predict students’ academic achievement in Yoruba language ( β0.15; t=2.06; p<0.05)>; sloc ( β=.079; t=1.642, p>.05)>; ssc ( β=.040;t=-.736; p>.05) with motivation being the most, followed by locus of control and self-concept.
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    "Teacher competence and attitude as correlates of achievement in Yoruba language in Ibadan north-west local government area. "
    (2016-06) Adeyinka, A. A.
    "This paper explains that Yoruba language is a medium of instruction as stipulated by the National Policy on Education, at pre-primary and primary levels. Despite this importance as a language of instruction and a school subject, many factors militate against its effective teaching. Intervention by scholars, using many strategies has not yielded the needed improvement as poor performance in the subject persists. This paper therefore focused on teacher-related variables such as teacher competence and attitude. It also explains the relationship of these to achievement in Yoruba language. Three research questions were raised and three instruments (Achievement Test in Yoruba Language, r=0.78; Teacher Competence Scale, r=0.81; Teacher Attitude to Yoruba Language Questionnaire, r=0.89) were used to collect data. Two hundred and fifty (250) participants in five public senior secondary schools in Ibadan North-West Local Government were involved in the study. Data collected were analyzed using frequency count, Pearson Product Moment Correlation and multiple regressions. Findings revealed that there was a positive relationship between teacher competence in Yoruba and students' achievement (r=0.532, N=250, P<0.05). There was significant relationship between teacher attitude to Yoruba and students' achievement (r=0.711,N=250,P<0.05). Besides, there was 71% variation in the dependent variable as a result of the interaction of teachers' competence and attitude to Yoruba language. It is recommended that teachers of Yoruba language should master the subject, adopt effective teaching strategies and be organized while teaching the subject . "
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    Evaluation of the implementation of language policy in lower primary education in selected schools in Ibadan, Oyo state, Nigeria
    (Faculty Of Education Ekiti State University, Ado-Ekiti, 2016) Adeyinka, A. A.
    This study examines and evaluates the implementation of the pronouncement of the Nigerian government on the use of mother tongue (Yoruba to be specific) in lower primary schools. The study employ is a descriptive research method. The study population was primary 1-3 teachers in public primary schools in Ibadan North Local Government Area of Oyo State. Simple random sampling technique was used to select twelve (12) public primary schools with questionnaire given to 3 teachers in each arm of the schools. The questionnaire was styled, “Teacher Questionnaire on Implementation of Language Policy” (T.Q.I.L.P). Research questions were analysed in accordance with the sequential arrangement of questions in the questionnaire with the drawn table featuring the statistical data while analysis of the same data is given thereafter in form of an exposition. On the basis of findings, it was realized that the policy on the use of mother tongue (Yoruba) exists on paper and it is not taken seriously by educational practitioners. For effective implementation, this study recommended that: the government and the policy makers should fully revise the language policy component with a view of correcting the inherent loopholes in it; the production of textbooks, readers, and other literary materials should be attended to by the stakeholders in education industry; the training of teachers in the use of the mother tongue (Yoruba) should be given priority by the government; each Local Government Authority should saddle its supervisory unit with the responsibility of ensuring adequate monitoring of the implementation of the language policy at the basic levels
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    " Effects of bilingual and peer-tutoring instructional strategies on pre-service teachers' attitude Yoruba translation. "
    (Adonis & Abbey Publishers, 2016) Adeyinka, A. A.
    Translation is an important aspect of Yoruba language studies and a compulsory course for pre-service teachers in colleges of education in Nigeria. As valuable as it is, reports show that students ’ attitude towards it has been negative thus leading to gross under-achievement in questions relating to translation among them. This has been traced to ineffective strategies adopted in teaching translation to pre-service teachers which do not allow them to be actively involved in the teaching-learning process. There is the need to adopt strategies that cater for these deficiencies. Among the strategies are bilingual and peer-tutoring which are learner- centered and activity-based. Studies have shown that these strategies were effective in teaching social studies and mathematics but their effect in teaching and learning of Yoruba translation has not enjoyed much research attention. Therefore, this study examined the effects of bilingual and peer-tutoring instructional strategies on pre-service teachers' attitude towards Yoruba translation. Moderating effects of students ’ verbal ability and gender were also examined. Seven hypotheses, tested at 0.05 significant level, were formulated and 300 pre-service teachers in intact classes from six purposively selected colleges of education in Southwestern Nigeria, who were randomly assigned to treatment groups served as participants. Pre-service Teachers ’ Attitude to Yoruba Translation Questionnaire (r=0.76), Students' Verbal Ability Test (r=0.78) and Instructional Guides were used as instruments. Data were analyzed using Analysis of Covariance and Scheffe post-hoc analysis. Findings show that bilingual and peer-tutoring instructional strategies are more facilitative in fostering pre-service teachers' attitude towards translation in Yoruba than the traditional lecture strategy. Hence, Yoruba translation teachers in colleges of education should adopt these strategies in teaching Yoruba translation.
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    "Code-alternation of Yoruba-English bilinguals and their acceptability "
    (2016) Adeyinka, A. A.; Ohia, I. N.
    "The phenomenon of code alternation (C A) as a powerful language strategy existing in all communities in the world is very common place among Nigerian bilinguals. However, this common-placism does not translate into acceptability among the participants. As should be expected, different groups of people in the society are reflected in the patterns and use of CA, suggesting that social forces affect the performance of CA, making distinctions from those basic factors controlling basic structure with which they interact. It is also common knowledge that when speakers are bilinguals and CA is a component of the community, the type of code choices they make becomes a label for them, arising from adverse effect of the phenomenon regarded as a demerit. Accordingly, this paper sets out to provide quantitative evidence on the acceptability of these choices using selected Yoruba- English bilinguals. The findings reveal that there are variations in attitude to CA, the dominant one being positive. The implications of this for language instructions have been discussed. "
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    Availability, use and relevance of Yoruba songs and rhymes in pre- school education in Ondo west local government area of Ondo state
    (Universite D'Abomey-Calavi, 2015-12) Adeyinka, A. A.; Ajibola, A. J.
    Music is an aspect of Yoruba oral literature because it contributes to logical, mathematical, linguistic, spatial and interpersonal intelligence of children. Early childhood stage is the period of rapid development and the most critical period in a child’s musical growth. Children are accorded due respect in Yoruba oral poetry in the likes of folktales, lullabies, cognomen and mnemonics as they ensure the mental and psychological health of the child. While these folkloric elements are in the culture of the Yoruba and taught at the primary level of education before, socialization and modernization have brought in foreign songs and rhymes at the expense of indigenous ones in both public and private schools. Four research questions were raised in this study while an instrument (r = 0.73), divided into four sections, was used to collect data. Validation of the instrument was done accordingly. A simple random sampling, formed the subjects for this study. Data collected were analyzed through descriptive statistics. Findings revealed that teachers agreed that Yoruba songs and rhymes are available (π = 2.82) and that children recite rhymes. They used songs and rhymes to teach other school subjects but their perception of relevance in teaching differed. The study therefore recommends the use of Yoruba songs and rhymes in nursery education in order to enhance learning.