Teachers’ Perception towards the Use of Communicative Language Teaching in Enhancing Secondary School Students’ Communicative Competence in English Language (Published)
ABSTRACT: English language which is the second and unifying language in Nigeria is taught at all educational levels in the country mainly to ensure that students have a grasp of it and should be able to communicate effectively in it in various contexts. This study investigated the perception of English language teachers towards the use of Communicative Language Teaching in enhancing secondary school students’ communicative competence in English language. This study is a descriptive research of the survey type which focuses on how secondary school students in Ibadan South –West Local Government Area of Oyo State can use English Language in real life situations. Fifty English Language teachers randomly selected from some secondary schools constituted the sample for the study. A self- constructed questionnaire consisting of fifteen items was used to collect the data for the study. Test-retest method was used to determine the reliability of the instrument and a reliability coefficient of 0.74 was obtained. The study found out that schools lack the material that can promote communicative language teaching in schools and that most teachers considered classroom interaction a time consuming activity. Based on these findings, it was recommended that the government should provide gadgets and necessary materials needed for effective utilization of communicative language teaching so that students’ confidence in speaking and communicative competence can be improved. Teachers should endeavor to make their classes interactive and employ activities that can facilitate English Language usage in real life situation.
Standardization and Indexing Of Basic Electricity Teacher Effectiveness in South Eastern Nigeria (Published)
This study provided Standardization and indexing of Basic Electricity Teachers effectiveness in the South Eastern states of Nigeria through effective classroom interaction analysis techniques. Four research questions and four research hypotheses guided the study. Pre-test, post-test, control group, quasi-experimental design was adopted for the study. Samples of 12 teachers and 511 SSII Basic Electricity students were randomly drawn from the population of 57 Basic Electricity Teachers and 932 students. Three validated instruments were used for data collection as follows: Basic Electricity interaction categories (BIC), Basic Electricity Interest Scales (BEIS) and Basic Electricity Achievement Test (BEAT). They were structured to cover the critical indices and criteria for wholesome teacher effectiveness. The reliability coefficient of the instruments were 0.978, 0.60 and 0.977 respectively. Percentages, mean and standard deviation were used to answer the research questions while t-test statistic and analysis of covariance (ANCOVA) were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed the mean of means of critical teacher effectiveness indices and hence Basic Electricity Teachers’ effectiveness Benchmark was 58.75 score. It was then recommended that the federal and state ministries of education and Teacher Registration council should adopt this benchmark and enforce it for Basic Electricity Teachers recruitment, promotion and other academic/professional awards/rewards. After the efficacy had been established, this benchmark can then be adopted nationally for all teacher effectiveness assessments at all levels of education in Nigeria.