British Journal of Education (BJE)

EA Journals

English Language

Self-Confidence as Correlate of Senior Secondary School Students’ Academic Performance in English Language (Published)

The study investigated self-confidence as correlates of senior secondary school students’ academic performance in English language in Dutsin-Ma Local Government Area. Descriptive survey research was used for this study. The population for this study consisted of three thousand and twenty-six senior secondary two students. The researcher used purposive sampling technique to select one hundred and twenty-four senior secondary school two students for the study. Self-confidence Inventory (SCI) and English Language Performance Test (ELPT) were used for data collection with reliability coefficient of 0.87 and 0.90 for SCI and ELPT respectively. Data collected were analyzed using Pearson Product Moment Correlation and t-test statistics. Findings of the study showed that there is significant relationship between no significant relationship between self-confidence and academic performance of senior secondary school students in English Language (r = .498**, p ˂ 0.05) but there is no significant difference in the self-confidence (t = .661; df = 122; p > 0.05) and academic performance (t = -1.248; df = 122; p > 0.05) of senior secondary school students in Dutsin-Ma Local Government Area of Katsina State, Nigeria based on gender. It was recommended that secondary school management should encourage their students to prepare for the examinations in advance so that they will develop self-confidence which will improve their academic performance in English language.

Citation: Olutola, A.T., Adamu, D. R. and Okonkwo, C.O. (2023) Self-Confidence as Correlate of Senior Secondary School Students’ Academic Performance in English Language, British Journal of Education, Vol.11, Issue 3, 76-85

Keywords: : Academic Performance, English Language, Self-confidence, secondary school students

Identity Loss in the Strict Religious Context of Saudi Arabian Schools (Published)

Saudi Arabia is experiencing an era of policy reform across different government departments, including the education system. However, these plans have attracted criticism from those who see these new educational paradigms as a threat to the vitality of the Islamic identity that characterizes conservative members of Saudi society. Adopting a descriptive discursive approach, this paper sheds light on the objections raised to the changes and considers whether fears that such reforms constitute attempts to reconstruct the religious ident, ity of the younger generation via the public-school curriculum are justified. The analysis shows that these reconstructive attempts can be seen as a way of exposing children to an unfamiliar culture by supplying teaching materials laden with ideological content, allowing a new policy of mixed-sex education, and reintroducing the teaching of previously banned subjects.

Citation: Khalid Hudhayri (2021) Identity Loss in the Strict Religious Context of Saudi Arabian Schools, British Journal of Education, Vol. 9, Issue 11, pp.16-22



Keywords: English Language, Identity, Islam, Music, Saudi Arabia, gender-mixed education

Use of Activity-Based Learning to Improve Students` Outcomes in Basic Education Subjects, (Published)

The study deals with Activity-Based learning to improve students` outcomes in English language and Basic Science. The study examines how the use of the activity-based learning strategy enhances students` outcomes in the two core subjects taught in the upper basic levels in Nigeria. Quasi-experiment research design was used to conduct the study. The target group comprised six hundred and forty-three (643) Junior Secondary School Students (JSS II) in two selected schools. One Hundred and ten (110) were sampled using a stratified sampling technique. Self-developed instrument entitled `Basic Education Performance Scale` was deployed to assess the experimental and control groups` outcomes. The data collected were analysed using independent t-test. The study’s findings indicated that activity-based learning significantly affects the students` outcomes in English language and Basic science subjects. Therefore, it is recommended that teachers should promote active learning through the use of hands-on activities.

Keywords: Activity-Based Learning, Basic Education, Basic Science, English Language

The Impact of Learning Motivation Strategy on the Academic Achievement of the Southern Ghor District Students in English Language (Published)

This study aims at identifying the impact of learning motivation strategy on the academic achievement of the Southern Ghor District students in English language as well as the response of the Southern Ghor students to new and unfamiliar learning strategies and the identification of the Southern Ghor district teachers use of modern learning strategies. The population of the study was represented by the secondary stage students of the Southern Ghor district where a random sample of (50) students was chosen from that population. Of the most important results produced by the study was the existence of statistically significant effect of using learning motivation strategies on the academic achievement of the students. The study presented several recommendations most importantly holding educational training courses for the secondary stage teachers explaining the significance of learning motivation and ways of stimulating their students for learning through the available strategies which fit in the surrounding environment of their schools

Keywords: Academic Achievement, English Language, Learning, Motivation Strategy, Southern Ghor District, Students

Methods Followed By the Southern Ghor District Teachers to Increase the Motivation among Secondary Stage Student in English Language (Published)

This study aims at identifying the methods followed by the Southern Ghor District teachers to increase the motivation among secondary stage students in English language, as well as identifying the most modern methods that can be followed to provoke the students’ motivation in this sensitive phase of the student’s age. The present study also focused on the importance of learning motivation and the factors that influence this motivation. The researcher has chosen the study sample from the English language teachers in the southern Ghor District, specifically the secondary stage teachers who have long experience in teaching this age group for no less than two successive years. The study produced a number of significant results and recommendations, and most importantly the presence of disparity in the rates of using the methods of provoking motivation by the secondary stage students and that there are no statistically significant difference in using those methods due to the variables of the study sample (gender, experience, academic degree). The researcher also recommends the necessity of activating the role of the governmental entities through the Ministry of Education in supporting teachers to increase the motivation of their students by the provision of the required material and tools, in addition to holding training courses and workshops for teachers to raise their efficiency is increasing the learning motivation of the students through the available material and tools at schools.

Keywords: English Language, Motivation, Southern Ghor District, Student, Teachers

Students’ Mathematics And English Language Mock Examination As Predictors To School Certificate Performance In Physics. (Published)

This study was an ex-post-facto survey, which investigated students’ mathematics and English language (mock) achievement as predictors to school certificate performance in Physics, using two hundred and fifty (250) students randomly selected from public secondary schools in Rivers State. The data was analyzed using the Pearson Product Moment Correlation Coefficient and t-test inferential statistics. In order to predict the performance of students on physics based on their performances in Mock examinations on mathematics and English language, the multiple regression analysis (R2) was used. Results showed that there was a significant relationship between the performance of students in English language Mock examination and their performance in physics. There was also a significant relationship between students’ performance in mathematics mock examination and their performance in physics (SSCE). Although there exist positive dependence of performance of physics (SSCE) on their collective performances in. mock examinations on mathematics and English language, the predictor variable Y1=38. 79 EM+0.17Mm where the partial multiple regression coefficients are 38.79 and 0.17 respectively. Based on these findings, it was recommended that learners of physics should be involved in acquisition of knowledge in mathematics and English language, if their performance in physics should improve.

Keywords: English Language, Mock Examination, Performance, School Certificate, Students’ Mathematics, physics


In the context of English language programs and the evaluation of such programs, this study analyzes the usefulness of the program taught to English-teachers-to-be students in the English Department, College of Basic Education in Kuwait. Based on the calculation of grades obtained in the initial placement test and a replica test conducted four years later, the change in the students’ language proficiency was measured. The paper reviews the results of the 50 participant students in both tests in five main testing categories based on the four language skills. The findings reveal very little improvement in language proficiency, which also seems to be very weak initially for an English teacher. This finding implies a major problem with the current program. Finally, a number of recommendations for program and student improvement for the College of Basic Education, and English programs in other colleges and universities, are considered.

Keywords: Curriculum Design, English Language, Evaluating Language Skills, Evaluation of Program, Higher Education, Testing Language Programs

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