Volume 12 Issue 1, January, 2024

Teachers’ Subject Mastery as Predictor of Senior Secondary School Students’ Academic Achievement in YorùBá Grammar

Hendeweh Dorcas, HUNPEGAN & Solomon Olanrewaju, MAKINDE

Abstract

This study examined the relationship between Yorùbá language teachers’ subject mastery and senior secondary school students’ academic achievement in Yorùbá grammar in Education District V, Lagos states. The study adopted the descriptive survey research design. The context of the research comprised 40 randomly selected public senior secondary schools in Education, District V. Participants were drawn from these schools through simple random sampling technique. A total of 40 Yorùbá language teachers and 400 students who offer Yorùbá were randomly selected for the study. Two instruments Teacher’s Subject Mastery Observation Schedule (TSMOS) and the Yorùbá Grammar Achievement Test (YGAT) were used to collect data for the study having found to be reliable (with 0.72 & 0.714) using Cronbach Alpha & Split-half correlation coefficient. The null hypothesis was tested at 0.05 level of significance. Collected data were analysed by using descriptive statistic for the demographic information of respondents while inferential statistics Pearson Product Moment Correlation (PPMC) was used to determine the relationship between Yorùbá language teachers’ subject mastery and students’ academic achievement in Yorùbá Grammar. The study revealed that there is a significant relationship between subject mastery (r=.158; N=40; p< 0.05) and students’ academic achievement in Yorùbá grammar. This study concluded that teacher should understand that subject mastery is vital and contributes meaningfully to student academic achievement in Yorùbá grammar. The study recommended that Yorùbá grammar should be distinguished and taught by those who have advance knowledge in it.

Keywords

Students’ Academic Achievement, Teachers’ Subject Mastery, Yorùbá Grammar

Full Text

Download

References

Àbátan, O. L. (2004). Teachers’ characteristics as correlates of students’ performance in Yorùbá language. Journal of the Association of Nigerian Languages Teachers, 2, 1-7.
Adédiwúrà, A. A. & Badà, T. (2007). Perception of teachers’ knowledge, attitude and teaching skills as predictor of academic performance in Nigerian secondary schools, Ile-Ife, Nigeria. Academic Journals, 7(2), 165 – 171.
Adesola, O. (2020). Yorùbá: A Grammar Sketch: Version 1.0, 1-21.
Adétòkun, R. (2014). A critical study of barriers to child’s performance in indigenous language in selected Federal Government Colleges in Lagos State. B.Ed. project. Department of Language, Arts and Social Science Education. Lagos State University.
Adétòkun, R., (2018). Teacher and school factors as predictors of senior secondary school students’ learning outcomes in Yorùbá orthography. Unpublished M.Ed. project. Department of Teacher Education. University of Ibadan.
Adeyinka, A. (2005). Effect of two numerical system on students’ achievement in and attitude to Yorùbá numerals. Unpublished Ph.D. Thesis. Department of Teacher Education, University of Ibadan.
Bamgbose, A. (1986). Yorùbá: ‘A Language in Transition’. J. F. Ọdúnjọ Memorial Serials, (1).
Bella, A. R. & Moluayonge, G. E. (2022). Teacher's mastery of English language and students' academic achievement in higher technical teacher’s training college Kumba. International Journal of Educational, 7(1), 13 - 25.
Bruce, H. & Neville, P. (1979). Evaluation in Education. Oxford: Pengamon Press.
Duru, P. O., Dominic, G. Z., Udoha, C. and Ochuba, P. C. (2020). Effects of teacher subject mastery on the academic performance of secondary school students in Jalingo local government area of Taraba state. Journal of Contemporary Education Research, 20(8), 1-22.
Fakeye, D. O. (2012). Teachers’ qualification and subject mastery as predictors of achievement in Ibarapa division of Oyo state. Global Journal of Human Science, 12(3), 1-7.
Fakeye, D. O. & Ayede, E. (2013). Teachers’ questioning behaviour and instructional organization as correlates of students’ achievement in English language. Global Journal of Human Social Sciences Linguistics & Education, 13(2), 13 - 22.
Ferguson, P., & Womack, S. (1993). The Impact of Subject Matter and Education Coursework on Teaching Performance. Journal of Teacher Education, 44(1), 55-63.
Gregory, J. M. (2006). The Seven Laws of Teaching.
https://www.laswel.com/wpcontent/uploads/2015/10/%E1%BA%B8%CC%80k%E1%BB%8D%CC%81-4-Grammar-G%C3%ADr%C3%A1m%C3%A0.pdf.
Jyoti, A. & Sharma, I. (2009). Job satisfaction of university teachers: An empirical study. Journal of Services Research, 9(2), 51-80.
Kanu, O. R. (2012). Understanding History of Education in the African Context: A Hand Book for the Teachers and Students. Surulere: U-chon.
Kimberly, B. (2009). Characteristics of effective teachers. Edu books. USA. Retrieved July 6, 2013 from http://www.edubooks.com/author/kaback/ p.10
Makinde, S. O. & Adetokun, R. B. (2022). Teacher and school factors predicting learning outcomes in Yorùbá Orthography among senior secondary school students in Oyo state, Nigeria. International Journal of Social Learning 2(3), 50-59.
Makinde, S. O. (2000). Ìlò Èdè Yorùbá Fún Olùkọ́ àti Akẹ́kọ̀ọ́, Lagos: Babs Olatunji Press & Book Industries.
Makinde, S., Olaniyan-Shobowale, K., & Adetokun, R., Hunpegan, H. D. (2021). Barriers to students’ performance in indigenous languages in selected senior secondary schools in Lagos State. African Journal of Educational Research, 25, 5-10.
Mart, C. (2013). A passionate Teacher: Teacher Commitment and Dedication to Student Learning. International Journal of Academic Research in Progressive Education and Development, 2(1) 437-442.
Mullens, J. E. (1993). The relationship between teacher qualification and students’ learning: A study of standard one classroom in Belize, Central America, USA, Retrieved on February 13, 2013 from www.ibm.com/ibm/ibmgiYes/news/transition_to_teaching.html
National Policy on Education, (2013). Federal Republic of Nigeria: 6th Edition.
Nordquist, R. (2019). Definitions and Examples of Syntax, https:// www.thoughtco.com/syntax-grammar-1692182.
Ogunbayo, A. A. (2022). Teachers’ Language Proficiency and Methods of Teaching as Correlates of Students’ Reading Achievement in English Language. A Research Project Submitted to the Department of Language, Arts & Social Science Education, Faculty of Education, Lagos State University in Partial Fulfillment of the Requirements for the Award of Master of Education (M.Ed.) Degree in Language Education.
Olagbaju, O. O. (2020). Teacher-Related factors as predictors of students’ achievement in English grammar in Gambian senior secondary schools. Education Research International, Gambia, 2020, 1-6.
Omotoyinbo, D. W. & Olaniyi, F. O. (2019). Quality of teachers: effective teaching and learning of English language in secondary schools, Akoko North-West local government area, Ondo state. Developing Country Studies, 9(2), 12-27.
Onwuka, G. (2012). Factor affecting students’ performance in Igbo Language Senior Secondary School certificate examination. Journal of the Institute of Education, University of Nigeria, Nsuka, 23(1), 88-97.