Journal articles: 'Senior secondary English'

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Lehmann, A. W. "Student-Generated Discussion in the Senior Secondary English Classroom." Networks: An Online Journal for Teacher Research 3, no. 2 (July 1, 2000): 142. http://dx.doi.org/10.4148/2470-6353.1225.

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Wenfeng Wang and Agnes S. L. Lam. "The English Language Curriculum for Senior Secondary School in China." RELC Journal 40, no. 1 (April 2009): 65–82. http://dx.doi.org/10.1177/0033688208101447.

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Chan, Vivien Nga Man. "English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students." ECNU Review of Education 2, no. 1 (March 2019): 44–63. http://dx.doi.org/10.1177/2096531119840864.

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Purpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao. Design/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study. Findings: The respondents’ participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than fee-paying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students’ needs and beliefs in English learning play key roles in determining their receipt of English tutoring. Originality/Value: Teachers may need better understanding of their students’ needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality.

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Ajibade, Yetunde, and Kate Ndububa. "Effects of Word Games, Culturally Relevant Songs, and Stories on Students' Motivation in a Nigerian English Language Class." TESL Canada Journal 26, no. 1 (June 1, 2008): 27. http://dx.doi.org/10.18806/tesl.v26i1.128.

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This study investigated the extent to which word games and culturally relevant songs and stories could motivate senior secondary school students in Nigeria, thereby enhancing their performance in English. A pre-test/post-test control group design was used. The sample consisted of 100 senior secondary school II students randomly assigned into experimental and control groups. Four instruments were designed, validated, and used for data collection. Four hypotheses were formulated and tested. The findings revealed that the use of word games and culturally relevant instructional activities was beneficial for these students, as they served as an effective motivational strategy that contributed to better performance in English-language learning at the senior secondary school level.

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Utami, Nurul Mutia. "Communication strategies used by junior and senior teachers in teaching English at secondary school." International Journal of Humanities and Innovation (IJHI) 1, no. 4 (December 20, 2018): 20–29. http://dx.doi.org/10.33750/ijhi.v1i4.26.

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This research aims to find out the types of communication strategies used by the junior and senior teacher in teaching English. This study also explores the differences and similarities of communication strategies used by junior and senior teachers in teaching English. This research employed descriptive qualitative research. The participants of this research were two English teachers in Makassar. The data of this research were collected by employing observation and interview. The researchers adapted and modified Tarone’s (1977), Bialystok’s (1983), and Dörnyei and Scott’s taxonomy (1995a, 1995b) of communication strategies in identifying the data. The obtained data were analyzed in three major phases namely data collection, data reduction, data display, and conclude. The results of this research revealed that there were fifteen types of strategies used by the junior teacher and eleven types of strategies used by the senior teacher in teaching English. The junior teacher used topic avoidance, literal translation, code-switching, retrieval, other-repair, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for clarification, asking for confirmation, interpretive summary, comprehension check, and mime/gestures. The senior teacher used the literal translation, restructuring, code-switching, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for confirmation, comprehension check, and mime/gestures.

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Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (September 5, 2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English. Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance

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Walker, Elizabeth. "Evaluation of a support intervention for senior secondary school English immersion." System 38, no. 1 (March 2010): 50–62. http://dx.doi.org/10.1016/j.system.2009.12.005.

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Pranata, Mohammad Sofyan Adi. "The Teaching of Reading in Senior Secondary School." International Journal of English Education and Linguistics (IJoEEL) 1, no. 2 (December 30, 2019): 42–49. http://dx.doi.org/10.33650/ijoeel.v1i2.964.

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Reading English is an important skill that students need to learn. The teaching of reading in secondary school will help student to get a purpose for reading, focus on what they are learning, think actively as they read, monitor their comprehension, and review content and relate what they have learned to what they already know. In order to apply the strategies effectively in new instructional settings, teachers must have a clear understanding of the reading comprehension process and the natural reading strategies that commonly applied by our students. By knowing this, they can select and demonstrate appropriate reading strategies that their students need in reading the text.

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Pardede, Parlindungan. "Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students’ and Teachers’ Perception." JET (Journal of English Teaching) 4, no. 2 (September 25, 2018): 62. http://dx.doi.org/10.33541/jet.v4i2.831.

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This study aims to investigate senior high school students and teachers’ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.

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Agbo, Isaiah I., Goodluck C. Kadiri, and Blessing U. Ijem. "Assessing Problem Areas in Senior Secondary Students’ Use of the English Concord." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 973. http://dx.doi.org/10.17507/tpls.0808.08.

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This research succinctly explicates the areas of problem in Senior Secondary Students’ use of the English Concord in written texts. Language is a social property and has rules that determine how words should be matched to achieve effective communication. Concord in English deals with those rules that govern the co-occurrence of words in sentences. This work is a practical classroom experience and it x–rays the students’ performance in the grammatical, notional and proximity concords respectively. The findings are clearly presented in statistical tables and each of the tables shows the students’ performance in each of the areas. The result shows that the students performed fairly well in notional and proximity concords. The total results, however, led to the conclusion that the students are yet to attain competence in the English concord for good communication.

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Mohammed, Lubna Ali, Sidek H.M, and Murad Abdu Saeed. "EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 224. http://dx.doi.org/10.18844/ijlt.v8i4.599.

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Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA).

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Suleiman, Muritala Imam, and Muhammed Adam. "Effects of Phonics Charts on Senior Secondary School Students’ Achievement in Oral English in Edu, Kwara State." Britain International of Linguistics Arts and Education (BIoLAE) Journal 1, no. 2 (November 22, 2019): 33–41. http://dx.doi.org/10.33258/biolae.v1i2.76.

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The phenomenon of poor performance in internal and external examinations among Nigerian students, especially, those in the secondary schools, is a matter that has become a source of concern to stakeholders in the education sector in the country. This study therefore investigated the effects of phonics charts on senior secondary school students’ achievement in oral English in Edu, Kwara State. Three objectives and corresponding research questions guided the study. Two hypotheses postulated were tested at 0.05 alpha levels.The quasi-experimental design was adopted using the non-randomised pre/posttest groups design. The population for this study was all senior secondary school students in Edu, Kwara State. The target population for this study was all SSII students in public schools in Lafiagi Emirate,87 students were sampled in their intact classes. The Oral English Achievement Test (OEAT) with a reliability coefficient of 0.69 was used to gather the data for the study. The data collected were analysed using descriptive and inferential statistic methods-mean and standard deviation and the Analysis of Covariance (ANCOVA).The findings obtained from this study revealed that the general achievement level of students (both the experimental and control groups) in Oral English was low in the pre-test. However, in the post-test, the general achievement level of the students that were taught with phonics charts in Oral English was relatively high (32.00), while that of students taught with the conventional method was average (24.78). there was a statistically significant effect of phonics charts on senior secondary school students that were taught Oral English with Phonics charts and those taught without it in Edu, Kwara State(F(1,82)=7.039,p<0.05)Based on the findings of the study, it was recommended among others that necessary attention should be accorded use of phonics charts in the secondary schools, especially for teaching Oral English. Teachers, textbook writers and curriculum planners should emphasis the use of phonics charts for teaching and learning of Oral English in Secondary schools in Kwara State.

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nu, Wo, N. duka, Charles Ogan, and Gla dys. "Metacognition and senior secondary students’ learning achievement in Solid Geometry." International Journal of Mathematics Trends and Technology 42, no. 1 (February 25, 2017): 50–56. http://dx.doi.org/10.14445/22315373/ijmtt-v42p508.

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Efiuvwere, Roselyn A., and Esther F. Fomsi. "Flipping the Mathematics Classroom to Enhance Senior Secondary Students Interest." International Journal of Mathematics Trends and Technology 65, no. 2 (February 25, 2019): 95–101. http://dx.doi.org/10.14445/22315373/ijmtt-v65i2p516.

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O.F, Ndioho, and Deborah Olajide. "Senior Secondary School Students’ Interest on Geometry Teaching Using Geoboard." International Journal of Computer Organization Trends 10, no. 2 (March 25, 2020): 18–23. http://dx.doi.org/10.14445/22492593/ijcot-v10i2p304.

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Stanley, Gordon, and Robert G. MacCann. "Removing Incentives for "Dumbing Down" Through Curriculum Re-structure and Additional Study Time." education policy analysis archives 13 (January 6, 2005): 2. http://dx.doi.org/10.14507/epaa.v13n2.2005.

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Offering differentiated courses to cater for a wide range of ability can lead to "dumbing down" when brighter students choose easier courses, which they can handle well without undue effort. This occurred when differentiated English courses were introduced in the senior secondary certificate in the state of New South Wales (NSW) in Australia. To avoid this trend continuing, new differentiated courses reported on a common scale were developed. At the same time a new preparatory course was provided to support weaker students to achieve the minimal standard in English. The resulting reform has led to stronger outcomes in English and increasing numbers of students taking more demanding courses. Defining clear standards on a common scale has led to better achievement for all students without having an adverse effect on participation in the senior secondary certificate.

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Adekola, Busurat Oluwakemi, Oluseun Fatai Lawal, and Olanrewaju A. Ibrahim. "Mother Tongue and Learning Environment as Students’ Predictors of Academic Achievement in Reading Comprehension." International Linguistics Research 1, no. 1 (May 18, 2018): p62. http://dx.doi.org/10.30560/ilr.v1n1p62.

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The study examined mother tongue and learning environment as students’ predictors of academic achievement in reading comprehension. This study adopted an ex-post facto design. The population consists of all senior secondary school students in Ijebu-North and Ijebu-Ode Local Government Area of Ogun State. A multi-stage random sampling technique was employed in selecting the sample. Four (4) senior secondary schools were randomly selected from each of the Local Government Area, making a total number of eight (8) senior secondary schools. Stratified random sampling technique was adopted in selecting 50 students from each of the selected senior secondary schools, 25 students each represent the gender totaling 400 students selected for this study. The instruments used for this study were two instruments, a questionnaire and an achievement test on reading comprehension. Kurder-Richardson 21 formula was used to obtain the inter-item reliability coefficient of 0.72 and items on achievement test on reading comprehension was extracted from a past questions of Ogun state unified examinations on English Language. The data analysis involved multiple regressions Analysis. The results were tested at 0.05 level of significance. Based on the findings, it was deduced that there is no significant composite influence of mother tongue and learning environment on students’ achievement in English Language. There is no significant relative influence of mother tongue on students’ achievement in reading comprehension. Part of the recommendations made was that teachers should be encouraged in using mother tongues in teaching. Teachers should cultivate a positive perception towards the use of English in school.

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Anthony, Ugboja. "Information and Communication Technology and the Learning of English Phonetics in Selected Secondary Schools in Nigeria: A Case Study." English Linguistics Research 6, no. 4 (November 8, 2017): 13. http://dx.doi.org/10.5430/elr.v6n4p13.

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The study investigated the Information and Communication Technology and learning of English phonetics in selected senior secondary schools in Rivers State. The study employed a descriptive survey design. A sample of ten (10) senior secondary schools was selected from Ogba/Egbema/Ndoni Local Government Area of Rivers State. 15 students were randomly selected from the 10 schools which came to a total of (150) students based on the objectives of the study five research questions were formulated four hypotheses were tested at 0.05 level of significance. The data collected was analyzed using simple descriptive methods of mean and standard deviation (SD) to answer the five research questions. Chi-Square(x2) and t-test were used to test the hypothesis at 0.05 level of significance. The results of the research revealed that there are low availabilities of ICT in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The study also revealed that teachers of oral English rarely possess the skills to use the ICT facilities to teach oral English in the public and private secondary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The urban areas are more exposed to the use of ICT than their mates in the rural area. Students in the rural area and their mates in the urban area have similar problems in the leaning of phonetics. Based on the results it was recommended that the use of ICT to teach oral English should be encouraged in senior secondary schools. The recommendations, suggestions for further studies and contribution to knowledge were made.

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Ogunode, Niyi Jacob. "Challenges Confronting the Administration of English Language Program: Secondary School Context in Nigeria." REiLA: Journal of Research and Innovation in Language 2, no. 2 (August 26, 2020): 59–69. http://dx.doi.org/10.31849/reila.v2i2.4506.

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This objective of this study was to investigate the challenges facing the administration of English Language program in Senior Secondary schools in Abaji Area Council of Federal Capital Territory (FCT), Nigeria. The study used questionnaire as instrument for data collection. 80 respondents were selected from the entire population of English teachers and school administrators in Abaji. Purposive research techniques were employed to select the respondents. Research survey method was adopted for the study. To determine the reliability of the instrument, test and retest methods. The data collected were analysed using simple percentage, mean statistical and chi-square was employed to test the hypotheses. The result collected from the study led to the following conclusion that scant fund, shortage of professional English teacher, inadequate English language instructional materials, deficient English laboratory, poor capacity development of English language teachers and paltry motivation of English language teacher are the challenges affecting the effective administration of English language program in Abaji secondary Schools.

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Adekola, B. Oluwakemi. "Some Predictors of Students’ Achievements in Senior Secondary School English Comprehension in Nigeria." International Journal of Language and Literature 2, no. 3 (2014): 135–47. http://dx.doi.org/10.15640/ijll.v2n3a9.

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Morris, Gerard, and Elaine Sharplin. "The assessment of creative writing in Senior Secondary English: A colloquy concerning criteria." English in Education 47, no. 1 (March 2013): 49–65. http://dx.doi.org/10.1111/eie.12004.

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Wilson, Aaron, and Stuart McNaughton. "Using selected NCEA standards to profile senior students’ subject-area literacy." Set: Research Information for Teachers, no. 2 (August 1, 2014): 61–68. http://dx.doi.org/10.18296/set.0310.

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The changing nature of literacy in the senior secondary school means that many common tools do not give subject teachers the detailed information they need to identify and address strengths and gaps in their students’ reading and writing. We illustrate some of the complexities of reading and writing in the senior secondary school and describe one way that teachers and leaders can use NCEA data to find out more about their students’ subject literacy. The approach we describe consists of using a set of Subject Literacy Achievement Standards diagnostically as sensitive indicators of students’ reading in English, mathematics and science.

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Olagbaju, Oladotun Opeoluwa. "Teacher-Related Factors as Predictors of Students’ Achievement in English Grammar in Gambian Senior Secondary Schools." Education Research International 2020 (November 7, 2020): 1–6. http://dx.doi.org/10.1155/2020/8897719.

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Studies have shown that several factors predict students’ achievement in any second language classroom. These factors include learner, school, text, and teacher-related variables. The teacher is indispensable in the instructional procedure; therefore, the quality of a teacher in terms of teaching experience, subject mastery, and questioning behaviour can determine ESL students’ learning outcomes to a large extent. This study examined the relationship between teachers’ subject mastery and questioning behaviour and students’ achievement in English grammar in the Gambia. The research design is a descriptive survey that comprised 300 students and 10 English language teachers from four senior secondary schools in Kanifing Municipal Council. Two research instruments were used and the data were analysed using PPMC and MRA. The result showed that independent variables predicted students’ achievement in English grammar. Teachers’ subject mastery (β = 0.476; t = 12.132; p < 0.05 ) and questioning behaviour (β = 0.204; t = 5.195; p < 0.05 ) contributed significantly to students’ achievement in English grammar relatively and jointly. Recommendations were made to stakeholders to ensure regular training of in-service and preservice language teachers on the teacher and teaching-related variables in ESL classrooms.

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Nazari, Abolhassan, and Saeed Taki. "Demotivational Factors among Secondary School EFL Teachers in Iran." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (December 29, 2015): 932–42. http://dx.doi.org/10.24297/jal.v6i2.2954.

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Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.

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Wilson, Aaron, Irena Madjar, and Stuart McNaughton. "Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand." Curriculum Journal 27, no. 2 (April 2, 2016): 204–28. http://dx.doi.org/10.1080/09585176.2015.1134339.

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Singh, Vikramjit, and Jay Kumar Jha. "Effect of Counselling Sessions on Achievement of Students in English at Senior Secondary Level." American Journal of Social Sciences and Humanities 4, no. 1 (2019): 111–17. http://dx.doi.org/10.20448/801.41.111.117.

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Oladotun Opeoluwa Olagbaju and Nurudeen Oluwaseun Jimoh. "Language exposure and subject familiarity as correlates of senior secondary school students’ achievement in narrative writing." Technium Social Sciences Journal 7 (May 6, 2020): 98–106. http://dx.doi.org/10.47577/tssj.v7i1.463.

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Narrative writing is often an option in English composition examination, especially in WAEC/NECO conducted English language Paper 1. Performance in essay writing has been found to determine the overall success in English language. Efforts to improve students’ performance in the subject have largely focused on instructional strategies without much attention to process-based variables such as language exposure and subject familiarity that can influence learning outcomes in ESL classrooms. Despite the contributions of these studies to pedagogical practices in ESL classroom, students’ achievement in English composition has not improved significantly. However, process-related variables such as quality and volume of exposure to the target language and subject familiarity have been found to predict learning outcomes in a second/foreign language classroom. Therefore, this study examined the relationship between language exposure and subject familiarity on achievement in narrative essay. The study tested three null hypotheses and a total of 350 participants were randomly selected from four senior secondary schools in Ibadan North Local Government Area, Nigeria. Data was collected using two research instruments and the results showed a positive non-significant relationship between the independent variables and students’ achievement in narrative essay. Also, there were no composite and relative contributions of language exposure and subject familiarity to students’ achievement in expository essay.

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Udu, Titus Terver. "Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?" Studies in English Language and Education 8, no. 1 (January 3, 2021): 143–56. http://dx.doi.org/10.24815/siele.v8i1.17524.

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This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

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Feyisayo, D. Elugbaju, Adeyinka Oluwaseun Kareem, and Popoola Oluwasegun. "Effects of English and Yoruba interpreted biology picture label as an advanced organiser on students’ learning outcomes in senior secondary schools in Ife East local government area." Contemporary Educational Researches Journal 9, no. 3 (August 31, 2019): 57–65. http://dx.doi.org/10.18844/cerj.v9i3.4285.

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The study assessed the effect of English and Yoruba interpreted biology picture labels as an advance organiser on the achievement of senior secondary school biology students in Ile-Ife. It also investigated the effect of the labels on students’ attitude toward biology. The study adopted the non-equivalent pre-test-post-test control group research design. The population for the study consisted of senior secondary school students in Ife-East Local Government Area of Osun state. The study sample comprised 128 senior secondary school II biology students in three intact classes selected using simple random sampling technique. The three classes were randomly assigned to two experimental and one control group, namely: Picture labels in English advance organiser group, picture labels interpreted into Yoruba advance organiser group and the conventional teaching method group. Two research instruments were used for the study, namely: Students’ achievement test in biology and students’ attitudinal questionnaire. Data were analysed using analysis of covariance. The results of the study revealed that there was a significant effect in the achievement of students in the experimental and control groups. There was also a significant effect in the attitude of students in experimental and control groups, with Yoruba interpreted picture labels having a better effect on the learning outcomes of biology students than picture labels in English and the conventional teaching method. The study concluded that picture labels interpreted into Yoruba as advance organiser was a better strategy in improving students’ learning outcomes in biology. Keywords: Achievement; advance organiser; attitude; picture; Yoruba language

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Rabiu, Haruna, Aisha Indo Muhammed, Yunusa Umaru, and Hadiza Tukur Ahmed. "Impact Of Mobile Phone Usage On Academic Performance Among Secondary School Students In Taraba State, Nigeria." European Scientific Journal, ESJ 12, no. 1 (January 29, 2016): 466. http://dx.doi.org/10.19044/esj.2016.v12n1p466.

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This study employed survey design in investigating the influence of mobile phone usage on academic performance among secondary school student in Jalingo, Taraba State, Nigeria. The sample for the study was 300 respondents selected from the total population of 6,482 respondents. Stratified sampling technique was employed to select the sample. The Mobile Phone Usage Questionnaire (MPUQ) adapted from Twum (2011), Mathematic Achievement Test (MAT) and English Language Achievement test (ELAT), were the instrument used for this study. Data collected were analyzed using mean, standard deviation, t-test and ANOVA to answer the research questions and hypotheses. The finding of this study, revealed that mobile phone usage significantly influence academic performance among male and female senior secondary school students (t = 6.113, P = 0.02), age difference was not a significant factor in mobile phone usage on academic performance among senior secondary school students (f = 6.431, P = 0.022), parent’s occupation was not a significant factor in mobile phone usage on academic performance among senior secondary school students (f = 9.005, p= 0.031) and that the frequency of mobile phone usage does not significantly influence academic performance among male and female senior secondary school students (t = 8.131, p = 0.02). It was recommended that, School psychologists, teachers, school administrators, parents and students should be sensitized on the influence of mobile phone usage on academic performance among secondary school students irrespective of gender and age differences.

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Sawarkar, Dr Dilip, and Dr Sarita Deshpande. "Learning Difficulties In Senior Secondary Students: A Case Study Of Sfs College, Nagpur." International Journal of Humanities and Social Science 7, no. 2 (February 25, 2020): 21–26. http://dx.doi.org/10.14445/23942703/ijhss-v7i2p104.

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Rupp, Laura. "The function of Student Pidgin in Ghana." English Today 29, no. 4 (November 21, 2013): 13–22. http://dx.doi.org/10.1017/s0266078413000412.

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The emergence of Student Pidgin in Ghana is estimated to have started fairly recently: between 1965 and the early 1970s (Huber, 1999; Dako, 2002). Male students in high prestige senior secondary schools and universities have been credited with leading in the development of Student Pidgin. The use of Student Pidgin has since been spreading among some girls and is currently found in an increasing number of contexts, including the home. The fact that students use Student Pidgin seems unexpected, considering the fact that they are competent speakers of Standard English.2 In this context, the question to consider is what underlies this behavior? This has been the subject of recurrent debate. Educational authorities typically feel that Student Pidgin reflects the fact that the standard of English in Ghanaian senior secondary schools and universities has fallen. An example of this comes from a speech given by the Vice Chancellor of the University of Ghana, Professor Kwadwo Asenso-Okyere, on 28 October 2002: [He] expressed concern about the standard of English among university students and advised them to desist from speaking Pidgin English, which he said would not help them. Speaking at this year's matriculation of 7,959 freshmen out of the 10,301 admitted into the University, Prof Asenso-Okyere said there was evidence of deterioration in English Language among students in their examinations and theses, which some employers had also complained about.

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Manuel, Jacqueline, and Don Carter. "Continuities of influence." History of Education Review 46, no. 1 (June 5, 2017): 72–94. http://dx.doi.org/10.1108/her-09-2015-0017.

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Purpose This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context. Design/methodology/approach Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis. Findings The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment. Originality/value This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.

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Arkoudis, Sophie, and Kristina Love. "Imagined communities in senior school mathematics." Chinese Students: Perspectives on their social, cognitive, and linguistic investment in English medium interaction 18, no. 1 (May 9, 2008): 71–90. http://dx.doi.org/10.1075/japc.18.1.05ark.

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In a highly mobile and globalized educational market, Australian secondary schools attract increasing numbers of international students, the majority of whom are from China (Australian Education International, 2007). Most of these Chinese international students undertake two years of senior secondary education in this English medium context as a step towards entry to Australian tertiary institutions, but their increasing heterogeneity in terms of linguistic and academic ability is resulting in increasing frustrations for them and their subject teachers alike (Arkoudis & Love, 2004; Love & Arkoudis, 2006). This paper explores the language and learning needs of Chinese international students in one popular senior school subject, Specialist Mathematics, using student and teacher interviews focusing on a written examination. The interviews were examined through two theoretical lenses, that of Norton’s (2001) imagined communities and van Langenhove & Harre’s (1999) positioning theory, in order to explore how the imagined communities of the students and their teacher influence their investment in the teaching and learning context. The analysis highlights that the teacher and students’ actions and identities are influenced by their different imagined communities, which affect their motivation and investment in their current community of the Specialist Maths class.

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Manuel, Jackie, and Don Carter. "“I had been given the space to grow”." English Teaching: Practice & Critique 14, no. 2 (September 7, 2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.

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Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

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Volkanova, E. V. "DIDACTIC POTENTIAL OF ETHNOCULTUREMAS IN TEACHING THE ENGLISH LANGUAGE TO SENIOR CLASSES OF SECONDARY SCHOOL." Tomsk State Pedagogical University Bulletin, no. 7 (2019): 140–47. http://dx.doi.org/10.23951/1609-624x-2019-7-140-147.

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Yung, Kevin Wai-Ho. "Exploring the L2 selves of senior secondary students in English private tutoring in Hong Kong." System 80 (February 2019): 120–33. http://dx.doi.org/10.1016/j.system.2018.11.003.

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Weaven, Mary, and Tom Clark. "‘I guess it scares us’ – Teachers discuss the teaching of poetry in Senior Secondary English." English in Education 47, no. 3 (September 2013): 197–212. http://dx.doi.org/10.1111/eie.12016.

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Millin, Tracey, and Mark Millin. "English academic writing convergence for academically weaker senior secondary school students: Possibility or pipe-dream?" Journal of English for Academic Purposes 31 (January 2018): 1–17. http://dx.doi.org/10.1016/j.jeap.2017.12.002.

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Alade, Oluwatomi Modupeola, Olaotan Oladele Kuku, and Adunola Osoba. "Factors Influencing Candidates’ Performance in English Language and Mathematics at West African Senior School Certificate Examination." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (August 23, 2017): 243. http://dx.doi.org/10.11591/ijere.v6i3.9066.

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The study investigated influence of some factors on the performance of selected West African Senior School Certificate Examination (WASSCE) candidates. It also examined the relationship between these factors and candidates’ performance. Factors investigated include socio-economic background of the candidates (SEB), study hours (SH), attitude towards English Language (ATTENG) and attitude towards Mathematics (ATTMAT). Secondary schools in Lagos State were divided into private and public secondary schools. Simple random sampling was used to select five out of the six educational districts in Lagos State. Then one public and one private secondary schools were selected in each of the five educational districts earlier selected in stage one. Thereafter, 30 senior secondary school III students were selected in each of the ten schools (5 public and 5 private schools). A total of 600 candidates (consisting of male and female participants) were expected, however, only 564 participants with complete data were found suitable for the study. An instrument tagged “Candidates Rating Scale (CRS)” was developed and used to measure their SEB, SH, ATTENG and ATTMA which were the independent variables while candidates’ scores at WASSCE was used as the dependent variable. Obtained data were analyzed by using multiple regressions. The results of the study indicate that there exists a positive correlation between WASSCE grades and all the variables in Mathematics but correlate with socio economic background only for English language.

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Malhotra, Ajay, Archna Sharma, Ajanta Ajanta, and Sanju Bala. "STUDY THE RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND SELF-ESTEEM OF SENIOR SECONDARY SCHOOL STUDENTS." Journal of Evidence Based Medicine and Healthcare 6, no. 11 (March 16, 2019): 899–903. http://dx.doi.org/10.18410/jebmh/2019/189.

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Zalmon, Ibaan G., and Nchelem R.George. "Student and Teacher Perception of Content Difficulty in the Nigerian Senior Secondary Mathematics Curriculum." International Journal of Mathematics Trends and Technology 63, no. 2 (November 25, 2018): 157–68. http://dx.doi.org/10.14445/22315373/ijmtt-v63p521.

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B., A. Adeyemi. "Content analysis of Civic Education curriculum in senior secondary schools in Osun State, Nigeria." Educational Research and Reviews 13, no. 12 (June 23, 2018): 464–71. http://dx.doi.org/10.5897/err2018.3470.

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Tamba, Samuel. "Investigating Factors Affecting the Use of Spoken and Written English in School." IJOHMN (International Journal Online of Humanities) 6, no. 1 (February 13, 2020): 126–39. http://dx.doi.org/10.24113/ijohmn.v6i1.166.

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This paper is from a research work and it investigated factors affecting the effective use of oral and written English in senior secondary school. The study revealed that some teachers who teach Oral English are not committed teachers even though they have the requisite qualifications in English Language. The study further revealed that a large percentage of teachers of English Language teach the subject only few weeks before WASSCE using the wrong methodology. Also, the appropriate materials such as textbooks are not easily available or accessible: workshops and tutorials are not usually conducted for teachers; teachers are not motivated and thus pupils lack interest in the subject.

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Ugwu, Eucharia Okwudilichukwu. "Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria." African Journal of Teacher Education 10, no. 1 (July 19, 2021): 282–306. http://dx.doi.org/10.21083/ajote.v10i1.6637.

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Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.

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Fang, Liuqin, Qing Ma, and Jiahao Yan. "The effectiveness of corpus-based training on collocation use in L2 writing for Chinese senior secondary school students." Journal of China Computer-Assisted Language Learning 1, no. 1 (August 1, 2021): 80–109. http://dx.doi.org/10.1515/jccall-2021-2004.

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Abstract Corpus tools are known to be effective in helping L2 learners improve their writing, especially regarding their use of words. Most corpus-based L2 writing research has focused on university students while little attention has been paid to secondary school L2 students. This study investigated whether senior secondary school students in China, upon receiving corpus-based training under the framework of data-driven learning (DDL), could improve their vocabulary use, especially the use of collocations, in their writing for the International English Language Testing System (IELTS) test. Twenty-two students aged 16–18 in a senior secondary school in Nanchang, China who were planning to take the IELTS exam participated in the study. Corpus of Contemporary American English (COCA) and Word and Phrase were the main corpora that the participants used to learn various search functions. Pre-writing and post-writing tests were administered to measure the effect of corpus training. In addition, a questionnaire and interviews were used to collect students’ perspectives and attitudes. The results indicate that students made improvement in word selection after three corpus training sessions, and their attitudes towards corpus use were positive even though they were restricted from using computers to access corpora inside their school.

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Fakeye, David Olugbade. "School–Related Factors as Predictors of Senior Secondary School Students’ Literature in English Achievement in Ibadan Metropolis." International Journal of Education 7, no. 2 (June 30, 2015): 379. http://dx.doi.org/10.5296/ije.v7i2.7041.

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<div class="Section1">This study examined school –related factors (school location, library resources, furniture and ventilation) as predictors of academic achievement of students in Literature-in-English in Ibadan Metropolis. The study employed a descriptive research design of survey type. The research instruments used were School–Related Factors Questionnaire (SRFQ) and Literature-in-English Achievement Test. The sample consisted of 400 students proportionately sampled from ten (10) randomly selected senior secondary schools in Ibadan. Data collected were analyzed using multiple regression analysis. Findings revealed that school location(B = 4.087; t= 6.507, P>0.05),instructional materials(B = 4.061; t= 5.710, P<0.05),classroom furniture( ), and appropriate ventilation all had significant relative contribution to students achievement in Literature in English. The composite influence of the four factors was also significant. Based on the findings, recommendation were made that school owners should improve on facilities provided in the schools, Mobile libraries should also be provided in and around all the local government areas to grant students access to reading materials.</div>

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Li, Xingyuan. "The Cultivation of the Core Literacy of English Discipline in Senior High School based on “Post-method” Theory." Region - Educational Research and Reviews 2, no. 3 (July 31, 2020): 1. http://dx.doi.org/10.32629/rerr.v2i3.137.

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The Curriculum Standards for General High School English (2017 edition) (hereinafter referred to as the Curriculum Standards) clearly states that the specific goal of general High school English curriculum is to cultivate and develop students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability after receiving high school English education. The cultivation of core literacy is a hotspot in the current research of basic English education. However, most researches are based on traditional English teaching methods and tend to apply traditional teaching methods to experimental studies in primary and secondary school classrooms, and few of them study how to cultivate students’ core literacy from a theoretical perspective. This article will discuss the cultivation of core literacy of English discipline based on the “post method” theory proposed by B. Kurumaravadivelu. Meanwhile, advice on cultivation of the core literacy of English discipline in high school based on post-method theory will be given.

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Ajibade, David. "Disposition of senior secondary school students towards career in Sociology: A study in Abeokuta Nigeria." International Journal of Sociology and Anthropology 6, no. 3 (March 31, 2014): 110–15. http://dx.doi.org/10.5897/ijsa10.055.

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Mpholo, Leoisa, and Mompoloki Suping Shanah. "Cultural values influence on learning style preferences: A case of Leribe Senior Secondary School, Lesotho." African Journal of History and Culture 6, no. 7 (September 30, 2014): 106–11. http://dx.doi.org/10.5897/ajhc2012.023.

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Journal articles on the topic 'Senior secondary English'

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