Use of Instructional Media as Determinant of Students’ Achievement and Attitude in English Language (Published)
This paper examined the use of instructional media as determinants of students’ achievement and attitude towards English Language. Specifically, the purpose of the study was to find out whether the use of instructional media is a determinant of SS2 students achievement and attitude towards English language. Two research questions and two hypotheses guided the study. The study adopted the descriptive research design. The population comprised 1600 teachers and 2800 SS2 students in 217 public secondary schools in Ebonyi state. Through the simple random sampling technique a sample size of 540 respondents was selected for the study. The instrument for data collection were three structured questionnaires which dealt with instructional media, students achievement and students attitude to English language. Data were analyzed using descriptive statistics of frequency counts and percentages. Result of the findings showed the following: There is a significant relationship between the use of instructional media and students achievement in English language. 2. There is a significant relationship between the use of instructional media and students’ attitude towards English Language. Based on the findings, one of the recommendations was that the government should provide audio and audio-visual aids in all the schools in the federation for improved students achievement in English language and the development of positive attitude towards the subject.
Keywords: Achievement, English Language, Students, attitude, instructional media
Negative Impact of Online Resources on Research Writing from Teachers’ and Students’ perspective, at King Khalid University: A case study of 4th year students, in the Department of English Language, College of Science and Arts, King Khalid University, Tanumah Branch (Published)
This paper aims to examine qualitatively and quantitatively the use of deixis in a political speech, guided by Halliday’s (1985/1994) Systemic Functional Grammar theory of language. The data examined here is a message delivered, on 10 February 2019, by the President of the Republic of Cameroon to the youth of his country, on the commemoration of the 53rd edition of the country’s National Youth Day. The message, in its English version, is retrieved from the official website of the Presidency of the Republic of Cameroon. Specifically, the study sets out to determine the different types of deictic resources used by Paul Biya in his message to the Cameroonian youth, and the frequencies of Paul Biya’s usage of these deictic resources in this political speech. The study reveals that Paul Biya employed different types of deictic resources including 103 personal deixis (52.2 %), 17 spatial deixis (9.4%), 21 temporal deixis (11.7%), 30 social deixis (16.7%), and 8 discourse deixis (10%). In terms of frequency of usage of these deictic resources, the study also revealed that personal deixis were the most used category of deixis in President Paul Biya’s message to the Cameroonian youth and suggested that this reflects the President’s power and dominance over his audience, but also his desire to involve this audience in his decisions, as a sign of his sensitivity towards them.
Keywords: Research Writing, Students, Tanumah, Teachers, king Khalid University, online resources
Gender Experiences, Teacher Qualification and Students Outcome in English Language among Senior Secondary School Students in Ibadan (Published)
This study examines the relationship between gender experiences and teachers qualification on academic outcome in English language among senior secondary school students in Ibadan. The study adopted descriptive research design while the population is the whole secondary school students in Ibadan. It also adopts Simple random sampling techniques to select one hundred and fifty (150) secondary school students and one hundred and fifty (150) teachers of senior secondary school students totaling three hundred (300) respondents. Questionnaires were the main instruments used for data collection in this study. The questionnaire tagged Gender and Academic Experience Questionnaire (GAEQ) and Teachers Qualification Questionnaire (TQQ). The instrument was validated by the researcher and pilot tested within two weeks which was later yielded r=0.72 and r=0.76 using alpha Cronbach reliability estimation. Based on this research finding, the following recommendations were made that; the individual differences of the learners should be taken care of based on their gender differences as regard their academic pursuit and the teacher of English language should try as much as possible to update themselves by attending seminars and conferences in order to acquire modern skills for their profession/discipline among others.
Keywords: English language and student’s-outcome, Experience, Gender, Students, Teacher, teacher’s qualification