Linguistics & African Languages
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Item "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. "Item "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.