Research
Teachersa Questioning Behaviour and Instructional Organisation as Correlates of Studentsa Achievement in English Language
The study investigated the relationship between teacher’s questioning behaviour and instructional organization and students’ achievement in English Language. The study adopted a descriptive research design. Four Research Questions were answered. The participants were 30 English Language teachers and 450 students randomly selected from 15 Senior Secondary Schools. The instruments for data collection were Teachers’ Questioning Behaviour Observation Checklist (r = .79), Teachers’ Instructional Organization Obs-ervation Rating Scale ( r = .81 ) and Achievement Test in English Language ( r = .78 ). Findings revealed that teachers ask display and referential questions that are largely mono-directional. There is a positive, very strong relationship between Teachers’ Questioning Behaviour and students’ achievement in English Language. Teachers’ Instructional Organization has negative, very weak relationship with students’ achievement in English Language.
Teachersa Qualification And Subject Mastery As Predictors Of Achievement In English Language In Ibarapapa Division Of Oyo State
The study investigated the extent to which teachers ‘qualification and subject mastery could predict students’ achievement in English language among senior secondary students in Ibarapa Division of Oyo state. The study adopted a descriptive research design of survey type to provide answers to four research questions. The study covered twenty (20) senior secondary schools randomly sampled. In each of the schools, a total number of fifty (50) senior secondary II students were selected to participate in the study making a total of one thousand (1000) S.S.II students in all. All the S.S. II English language teachers in the selected schools also participated in the study. Subject Mastery(r=.74) Questionnaire and English Language Achievement Test(r=.72) were used in data collection. Data collected were analyzed using frequency counts and simple percentage. Multiple regression analysis was also used for data analysis. All research questions were answered at 0.05 level of significance The findings of this study showed that :Teachers’ teaching qualification has a significant relative contribution to students’ academic achievement in English language (β = 0.192; t = 5.756; P <0.05).Teachers’ knowledge of subject mastery has significant relative contribution to academic achievement of students in English language (β = 0.116; t = 4.923; p< 0.05). The joint contributions of teachers’ qualification and teachers’ subject mastery to student’s achievement in English is significant (F(1,1252) = 10. 105; P <0.05) . The two variables in this study: Teachers’ teaching qualification (β = 0.192; t = 5.756; P <0.05) and teachers’ subject mastery (β = 0.116; t = 4.923; p< 0.05) can predict student academic achievement in English language: Based on these findings ,it is recommended that: Government should organize seminars, workshops to foster teachers’ mastery of the subject. Government should also make sure that teachers employed possess the necessary teaching qua
